THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


B.  0. 
LAW  T 

DALLAS,  TEXAS 


W.    E.    H.    SEARCY,    LL.B. 


THE 

SHORTHAND    REPORTER. 


AN    EXPOSITION    OF   THE   ART   OF 


PHONETIC  SHORTHAND  WRITING. 


ESPECIALLY  PREPARED  FOR  SCHOOLS  AND  COLLEGES  AND 

SELF-INSTRUCTION. 


BY  W.  B.  H.  SEARCY, 

Official  Court  Reporter. 


"  Shorthand,  on  account  of  its  great  and  general  utility,  merits  a  much  higher 
rank  among  the  arts  and  sciences  than  is  commonly  allotted  to  it.  Its  usefulness  is 
not  confined  to  any  particular  science  or  profession,  but  is  universal;  it  is  therefore 
by  no  means  unworthy  the  attention  and  study  of  men  of  genius  and  erudition."— 
DR.  SAMUEL  JOHNSON. 


GRIFFIN,  GA.  : 

W.  E.  H.  SEARCY,  PUBLISHER. 
1903. 


COPYRIGHT,  1902, 

BY 
\V.  E.  H.  SEARCY. 


S 


PEEFACE. 


PHONOGRAPHY  was  invented  by  Isaac  Pitman,  of  Bath, 

England,  in  1837.  To  him 
belongs  the  honor  of  in- 
venting this  useful  and 
beautiful  art. 

"Shower  on  him  your  sweet- 
est flowers, 

Let  the  air  resound  with  his 
praise." 

Next  to  Isaac  Pitman  the 
phonographers  of  America 
are  indebted  to  Benn  Pit- 
man, of  Cincinnati,  Ohio. 
He  came  to  this  country  in 
1854,  bringing  with  him 
his  brother's  invention,  and 
has  devoted  nearly  his 
whole  life  to  beautifying, 
improving,  and  perfect- 
ing it. 

If  we  examine  the  systems  of  Andrews  and  Boyle, 
Andrew  J.  Graham,  Elias  Longly,  Andrew  J.  Marsh, 
James  E.  Munson,  Charles  T.  Platt,  D.  L.  Scott-Brown, 
Elden  Moran,  Isaac  S.  Dement,  and  others  less  promi- 
nent, we  will  find  that  they  all  present  the  Isaac  Pitman 
system  of  phonography,  with  such  changes  and  modi- 
fications as  these  respective  authors  have  been  pleased 
to  make.  We  do  not  underrate  the  efforts  they  have 
made,  for  they  have  added  valuable  improvements  and 
presented  systems  of  great  usefulness  and  merit. 

Each  system  of  phonography  has  its  advocates  and 
friends,  but  to  one  who  has  studied  all  of  them,  and 
understands  the  art  fully,  they  are  found  to  be  so 

(3) 


SIR  ISAAC   PITMAN 
(Inventor  of  Phonography). 


448623 


THE  SHORTHAND  REPORTER. 


nearly  alike  (with  the  exception  of  a  few  improvements) 
that  they  may  be  called  simply  different  styles  of  the 
same  method  of  writing.  If  there  was  perfection  in 
any  human  invention,  we  might  well  plead  for  a  uni- 
form and  permanent  system  of  phonography;  but  when 
we  can  find  nowhere  perfection  in  any  human  creation, 
it  is  unreasonable  to  seek  for  or  expect  it  in  this.  Im- 
provements are  from  time  to  time  made  in  all  the  arts, 
and  the  spirit  of  the  age  demands  that  we  adopt  them, 
and  thus  ever  progress  toward  the  perfect  ideal. 

But  what  have  we  to  offer  in  this  system  we  now 
present  ? 

1.  We  present  the  same  old  phonography  of  Isaac 
Pitman  in  a  new  dress,  and  have  rearranged  it  so  that 
the  art  can  be  more  easily  taught  in  our  commercial 
colleges,  public  schools,  and  literary  institutions,  and 
more  easily  learned  without  the  aid  of  a  teacher.     We 
accomplish  this  by  asking  questions  to  bring  out  each 
feature  of  the  art,  just  as  a  good  teacher  would  ask 
them,  and  then  each  question  is  answered  just  as  a  good 
teacher  would  answer  and  explain   it.     There  can  be 
no  better  way  to  present  any  subject. 

2.  There  are  a   few  useless  principles  in  phonogra- 
phy, and  where  found  they  have  been  eliminated. 

3.  We  have  added   such  improvements  as  we  have 
found  to  be  worthy  and  useful  in  an  experience  of  over 
thirty  years  as  a  reporter  and  teacher. 

4.  We  have  solved  what  is  called  the  aspirate  prob- 
lem, by  providing  a  suitable  sign  for  the  sound  "h." 
This  is  the  lightest  sound  in  our  language,  and  requires, 
under  the  principles  of  phonetic  representation,  a  sim- 
ple light  sign. 

5.  We  have  given  a  clear  exposition  of  the  sounds 
used  in  speaking  the  language,  and  how  to  ascertain 
and  note  them.     This  is  the  very  foundation  of  the  art, 
and  is  one  of  the  most  important  details  in  it.     The 


THE  SHORTHAND  REPORTER. 


failure  to  master  these  sounds  at  the  beginning  causes 
many  failures,  and  always  results  in  a  defective  man- 
ner of  writing.  The  effort  that  is  being  made  to  ig- 
nore a  correct  knowledge  of  the  sounds,  and  hasten  the 
pupil  forward  to  writing  by  sound  without  a  knowledge 
of  the  sounds,  cannot  be  the  proper  and  correct  method 
of  teaching  the  art. 

6.  We  present  the  subject  of  shorthand  in  the  most 
logical  form  yet  presented.     The  whole  subject  is  com- 
prehended under  two  distinct  heads:  First,  the  student 
is  taught  that  writing  phonographically  is  writing  the 
sounds  of  the  words  of  the  language  with  new  letters 
provided  for  that  purpose,  and  that  the  combining  of 
these  letters  into  words  is  just  as  simple  as  writing  the 
English  words  with  the  letters  of  the  English  alphabet. 
Secondly,  when  any  word  can  be  written  phonograph- 
ically, then  the  pupil  is  taught  that  in  order  to  report 
verbatim  he  must  learn  to  contract  the  phonographic 
forms.     For  this  purpose  a  given  number  of  principles 
of  contraction  are  provided,  which,  when  mastered,  lead 
to  the  highest  possible  perfection  in  writing  the  art. 

7.  In   teaching   to    write   phonographically,   we   ex- 
plain minutely,  with  full  illustrations,  each  step  to  be 
taken,  which  is  a  great  advantage  to  one  who  studies 
without  the  aid  of  a  teacher,  while  those  who  have  a 
teacher  may  progress  more  rapidly  and   understand- 
ingly,  and  with  the  least  possible  labor  to  the  teacher 
and  themselves.     This  minute  explanation  of  the  proc- 
ess of  word-building  enables  the  mind  to  fully  perceive 
and  quickly  comprehend  the  phonographic  method  of 
writing.     Then  the  progress  is  rapid  and  accurate. 

8.  We  provide  fuller  instruction  as  to  law-report- 
ing than  any  other  system.     The  author  has  been  an 
official  court  reporter  for  sixteen  years,  and  gives  the 
result  of  his  long  experience. 

9.  The  lessons  here  taught  have  been  given  for  many 


6  THE  SHORTHAND  REPORTER. 

years  by  mail,  and  have  been  mastered  without  difficulty 
by  students  who  have  never  seen  the  author.  The 
method  is  preserved  in  this  book,  and  faithfully  fol- 
lowed, which  makes  it  even  more  useful  than  if  pre- 
sented in  concise  and  terse  language.  We  have  sacri- 
ficed everything  to  simplicity  of  statement,  with  the 
honest  and  sincere  desire  to  present  the  subject  in  such 
a  way  as  to  bring  the  art  within  the  comprehension  of 
all  who  have  mastered  the  elementary  principles  of  the 
English  language. 

As  the  author  has  given  the  result  of  his  experience 
in  law-reporting,  sermon-reporting,  in  reporting  po- 
litical speeches,  and  in  newspaper  work  generally,  and 
in  teaching,  he  feels  that  those  who  study  his  book 
can  do  so  with  the  assurance  that  they  will  find  here 
the  best  and  most  approved  method  of  writing  phonog- 
raphy*— a  system  not  made  in  the  shop  and  composed 
of  impractical  ideas,  but  one  written  during  many  years 
of  practical  work  with  the  art. 

THE  AUTHOR. 

GRIFFIN,  GA.,  March  3,  1901. 


AUTOBIOGRAPHY. 

Those  who  master  a  system  of  shorthand  naturally 
desire  to  know  something  of  the  author  and  his  pho- 
nographic experience.  The  author  was  born  March  3, 
1847.  He  studied  the  Benn  Pitman  system  of  pho- 
nography at  the  Dolbear  College,  Nashville,  Tenn.,  in 
1866.  Afterwards  he  studied  with  Elias  Longly,  of 
Cincinnati,  Ohio,  mastering  his  methods  thoroughly. 
In  1868-69,  while  a  student  of  Columbian  University, 
Washington,  D.  C.,  he  used  the  art  with  great  advan- 
tage in  reporting  his  law  lectures,  which  enabled  him 
to  graduate  with  distinction  from  that  institution. 
He  was  connected  with  the  press  for  the  next  eight 
years,  and  found  the  art  of  great  value  in  this  work  in 
making  important  memoranda,  reporting  speeches  and 
sermons,  and  in  writing  editorial  and  other  articles. 
Many  a  golden  thought  is  forever  lost  by  not  having 
some  means  of  preserving  it  short  and  quick  enough 
for  the  urgent  occasion.  In  1878  he  was  appointed  of- 
ficial court  reporter,  and  has  occupied  this  position  for 
sixteen  years,  only  leaving  it  for  a  while  on  account  of 
ill  health. 

During  all  these  years  he  has  taught  the  art  to  many 
who  applied  to  learn  it,  personally  and  by  mail.  The 
author  is  a  practical  reporter,  and  has  for  many  years 
made  his  living  by  the  use  of  the  art. 

(7) 


PHOITOGKAPHY. 

• 

QUESTION.  What  is  phonography? 

ANSWER.  The  term  "phonography"  is  derived  from 
the  Greek,  and  means  literally  "writing  the  sounds." 
Mr.  Isaac  Pitman  selected  the  word  as  a  title  for  his  sys- 
tem of  shorthand  writing.  Phonography,  then,  is  Mr. 
Isaac  Pitman's  method  of  writing  a  language  as  it  is 
sounded — that  is,  pronounced  or  spoken. 

Q.  In  what  does  phonography  differ  from  what  is 
called  longhand  writing? 

A.  In  our  common  method  of  writing,  called  by  way 
of  distinction  "longhand  writing,"  we  write  words  ac- 
cording to  the  usage  of  the  best  speakers  and  writers 
of  the  language,  but  Mr.  Pitman  discoVered  that  a 
much  shorter  method  could  be  devised  by  writing  the 
words  as  they  are  sounded — that  is,  pronounced  or 
spoken.  If  we  examine  our  larger  dictionaries,  we  can 
readily  see  the  difference  between  the  words  of  a  lan- 
guage as  they  are  ordinarily  spelled  or  written,  and 
their  pronunciation.  Take  as  an  illustration  the  word 
"weigh."  We  first  find  the  word  in  the  dictionary  as 
we  have  it  here  (weigh);  then,  in  parentheses  following, 
we  have  the  pronunciation,  "wa." 

Q.  What,  then,  is  the  first  lesson  the  student  must 
learn  in  studying  phonography? 

A.  The  student  must  learn  as  his  first  lesson  that  we 
do  not  write  words  as  they  are  written  in  longhand; 
but  we  write  them  as  they  are  sounded — pronounced  or 
spoken.  That  is  to  say,  we  write  only  the  pronuncia- 
tion of  words. 

Q.  This  principle  being  at  the  very  basis  of  phonog- 
raphy, the  student  will  repeat  after  me  the  following 
"Table  of  Words"  and  their  pronunciation: 

(9) 


10  THE  SHORTHAND  REPORTER. 


TABLE  OF  WORDS  AND  THEIR   PRONUNCIATION. 


As  PRONOUNCED  AKI>  WRITTEN  IN 
As  WRITTEN  IN  LONGHAND. 

PHONOGRAPHY. 


Sleigh 

Neigh 

Dough 

Know 

Decay 

Make 

Obey 

High 

Fight 

Her 

Fare 

Dog 

Dime 


Sla 

Na 

Do 

No 

Deka 

Mak 

Oba 

Hi 

Fit 

Her 

Far 

D6g 

Dim 


SPELLING  THE   WORDS   AND   SPELLING    THE 
SOUNDS. 

Q.  How  do  we  spell  the  words  of  a  language  as  they 
are  written  in  longhand  ? 

A.  To  spell  is  to  name  the  letters  of  a  word.  To 
spell  the  word  "sleigh,"  for  example,  is  to  name  the 
six  letters  composing  the  word;  as,  s-1-e-i-g-h. 

Q.  How  do  we  spell  the  words  as  written  in  short- 
hand? 

A.  We  name  the  sounds  of  the  word  instead  of  the 
letters.  This  is  called  spelling  by  sound. 

Q.  What  is  the  difference,  then,  between  spelling  in 
longhand  and  spelling  in  phonography,  or  shorthand? 

A.  In  spelling  in  longhand  we  name  the  LETTERS  that 
compose  the  words,  while  in  shorthand  we  name  the 
SOUNDS. 

Q.  The  distinction  of  spelling  the  letters  and  spell- 
ing the  sounds  being  so  important,  the  student  will  re- 
peat after  me  the  "Table  of  Words"  as  spelled  in  long- 
hand and  in  phonography,  or  shorthand. 


THE  SHORTHAND  REPORTER. 


11 


TABLE    ILLUSTRATING    THE  SPELLING    OF    WORDS 
BY  LETTERS  AND  BY  SOUNDS. 


ENGLISH  WORDS. 

SPELLING  THE  LETTERS. 

SPELLING  THE  SOUNDS. 

Sleigh 
Dough 
Neign 
High 
Fight 

S-1-e-i-g-h 
D-o-u-g-h 
N-e-i-g-h 
H-i-g-h 
F-i-g-h-t 

S-l-a 
D-6 
N-a 
H-i 
F-i-t 

Q.  What  sounds  are  used  in  spelling  the  words  of 
the  language? 

A.  The  elementary  sounds  that  are  used  in  speaking 
the  language. 

Q.  What  are  the  elementary  sounds  ? 

A.  The  elementary  sounds  are  the  ultimate  parts  into 
which  the  spoken  words  are  divisible. 

Q.  How  many  elementary  sounds  are  used  in  speak- 
ing the  English  language? 

A.  There  are  forty-three,  of  which  thirty-nine  are 
simple  elementary  sounds,  and  four  are  compound  or 
diphthongal,  which  it  is  convenient  to  treat  as  elemen- 
tary sounds.  Some  ears  detect  more  sounds,  and  some 
less.  The  number  here  given  is  sufficiently  accurate  for 
all  practical  purposes. 

Q.  How  are  the  forty-three  sounds  used  in  speaking 
the  language  divided? 

A.  Into  consonants,  vowels,  and  diphthongs. 

Q.  How  many  are  consonants,  how  many  are  vow- 
els, and  how  many  are  diphthongs? 

A.  There  are  about  twenty-four  consonants,  fourteen 
vowels,  and  four  diphthongs. 

Q.  Of  what  do  these  forty-three  elementary  sounds 
consist? 

A.  Of  breath  modified  by  the  various  organs  of 
speech. 


12  THE  SHORTHAND  REPORTER. 

Q.  What  particular  modification  of  the  breath  in 
speech  is  of  special  note  in  learning  phonography  ? 

A.  The  effect  that  results  from  the  use  or  non-use 
of  the  vocal  cords  in  making  the  sounds. 
Q.  Explain  the  vocal  cords  and  their  use. 
A.  The  vocal  cords  are  two  long  lateral  folds,   or 
bands,  situated  in  the  mucous  membrane  which  lines 
the  larynx,   in   the  rear   of   what   is   vulgarly  called 
"Adam's  apple."     These  bands  are  directed  from  the 
front  backward,  and  are  arranged  very  much  like  the 
edges  of  a  buttonhole.     The  opening  between  them  can 
be  enlarged  or  narrowed  at  will  by  the  aid  of  a  little 
muscle  situated  in  their  folds.     In  ordinary  breathing 
this  opening  is  very  large,  so  as  to  allow  the  air  to  pass 
in  and  out  without  obstruction. 
During  a  deep  inspiration  they 
are  opened  widest,  and  during 
an  expiration  they  return  to  their 
former  position,  giving  them  a 
slight  motion.     The  cut  will  il- 
lustrate the  vocal  cords  or  bands 
3.3.  Thyroid canHage.  4.  Epi.     when  in   this  open  or   relaxed 

glottis.     5.   5.    Vocal  Bands. 

condition. 

Q.  How  many  of  the  elementary  sounds  are  made 
when  the  vocal  cords  are  in  this  open  condition  ? 

A.  There  are  nine,  and  they  are  made  without  affect- 
ing the  vocal  cords,  otherwise  than  as  in  the  mere  act  of 

O  7 

breathing.  They  are  simply  breath  unmodified  by  the 
vocal  cords. 

Q.  Give  an  example  illustrating  one  of  these  breath 
sounds. 

A.  If  we  begin  to  pronounce  the  word  "sin,"  but 
pause  the  moment  the  first  sound  of  the  word  is  ut- 
tered, we  will  have  made  the  breath  sound  usually  rep- 
resented in  the  English  written  language  by  the  letter 


THE  SHORTHAND  REPORTER. 


13 


pent.  This  sound  passes  through  the  vocal  cords  with- 
out setting  them  in  vibratory  movement  to  produce 
what  is  termed  phonation. 

Q.  Will  the. student  now  give  us  the  table  of  breath 
sounds  ? 

A.  The  sound: 

P    as  heard  at  the  end  of  the  word  rap — P. 

T    as  heard  at  the  end  of  the  word  rat — T. 

Ch  as  heard  at  the  end  of  the  word  church — Ch. 

K    as  heard  at  the  end  of  the  word  rock — K. 

F    as  heard  at  the  end  of  the  word  leaf — F. 

Th  as  heard  at  the  end  of  the  word  myth — Th. 

S     as  heard  at  the  end  of  the  word  miss — S. 

Sh  as  heard  at  the  end  of  the  word  ash — Sh. 
H  as  heard  at  the  beginning  of  the  word  hot — H. 

Q.  Are  these  sounds  all  light  breath  sounds? 
A.  They  are. 

Q.  What  is  the  effect  when  the  vocal  cords  are  con- 
tracted during  speech  and  brought  so  close  together  as 
to  be  vibrated  by  the  breath  ? 

A.  When  they  are  brought  close  together  posterior- 
ly to  the  middle  of  the  air  pas- 
sage, leaving  only  an  elliptical 
space  between  them,  the  breath 
passing  through  the  small  ellip- 
tical opening  strikes  against  the 
edges  of  the   cords,    producing 
sound  or  phonation.     The  cut 
illustrates  the  vocal  cords  when 
in  this  contracted  condition. 
Q.  How  many  of  the  elementary  sounds  are  wholly 
made  when  the  vocal  cords  are  thus  contracted,   and 
what  are  they  called? 

A.  There  are  nineteen.    They  are  called  vocal  sounds. 
Q.  Give  us  an  example  illustrating  one  of  these  vocal 
sounds. 

A.  If  we  begin  to  pronounce  the  word   "old,"  but 


3.  3.  Thyroid  Cartilage.    4.  Epi- 
glottis.     5.   5.    Vocal   Bands.* 


1-i  THE  SHORTHAND  REPORTER. 

pause  the  moment  the  first  sound  is  uttered,  we  will 
have  made  the  vocal  sound  represented  in  the  English 
written  language  by  the  letter  "o."  This  we  find  to 
be  a  pure  vocal  sound — that  is,  a  sound  wholly  made 
by  the  vocal  cords. 

Q.  Give  us  a  table  of  the  vocal  sounds. 
A.     e.  Pronounced  like  e  in  the  word  me. 

a.  Pronounced  like  a  in  the  word  ale. 

a.  Pronounced  like  a  in  the  word  tar. 

I.  Pronounced  like  i  in  the  word  pin. 

e.  Pronounced  like  e  in  the  word  pet. 

a.  Pronounced  like  a  in  the  word  hat. 

a.  Pronounced  like  a  in  the  word  ball. 

6.  Pronounced  like  o  in  the  word  note, 
o.  Pronounced  like  o  in  the  word  move. 

6.  Pronounced  like  6  in  the  word  not. 
u.  Pronounced  like  u  in  the  word  cut. 

0.  Pronounced  like  oo  in  the  word  book. 

e.  Pronounced  like  e  in  the  word  herb, 

a.  Pronounced  like  a  in  the  word  fare. 

1.  Pronounced  like  1  in  the  word  pine. 
ow.  Pronounced  like  ow  in  the  word  owl. 

oi.  Pronounced  like  oi  in  the  word  oil. 
u.  Pronounced  like  u  in  the  word  tube. 

There  is  still  another  vocal  sound,  represented  by  a;  but 
for  practical  purposes  we  give  it  the  same  sign  as  a. 

Q.  How  are  the  remaining  fifteen  sounds  affected  by 
the  vocal  cords,  and  what  are  they  called? 

A.  They  are  made  partly  when  the  vocal  cords  are 
contracted  so  as  to  produce  phonation,  and  are  com- 
pleted by  relaxing  the  cords  so  as  to  produce  the  sec- 
ond or  breath  constituent.  Being  composed  of  two 
parts,  they  are  called  union  sounds.  They  unite  the 
vocal  and  the  breath  sounds  in  the  same  element. 


THE  SHORTHAND  REPORTER.  15 

Q.  Give  an  example  illustrating  one  of  these  union 
sounds. 

A.  If  we  pronounce  the  word  "rob"  several  times 
slowly  and  distinctly,  and  note  the  sound  heard  at  the 
end  of  the  word,  we  will  be  able  to  identify  the  sound 
represented  in  English  by  the  letter  "B."  It  will  be 
seen  that  the  sound  has  two  parts.  The  first  constit- 
uent is  made  by  the  vocal  cords,  with  the  lips  closed. 
It  is  similar  to  the  sound  of  oo  made  with  the  lips 
closed  tightly.  The  second  constituent  is  .made  by  re- 
laxing the  cords  and  opening  the  lips,  giving  a  percus- 
sive sound  something  like  whispered  "ber."  To  recog- 
nize the  sound  more  clearly,  now  pronounce  the  word 
"beat,"  pausing  the  moment  the  first  sound  is  heard  so 
as  to  distinguish  the  sound  from  the  word  that  would 
remain — eat.  As,  b-eat. 

Q.  Give  me  the  table  of  the  union  sounds. 

A.  The  sound: 

B    heard  at  the  end  of  the  word  rob — B. 

D   heard  at  the  end  of  the  word  rod— D. 

J    heard  at  the  beginning  of  the  word  judge — J. 
G    heard  at  the  end  of  the  word  rag — G. 

V    heard  at  the  beginning  of  the  word  voice — V. 
Th  heard  at  the  beginning  of  the  word  them — Th. 
Z    heard  at  the  beginning  of  the  word  zinc — Z. 
Zh  heard  in  the  middle  of  the  word       azure — Zh. 
L    heard  at  the  beginning  of  the  word  love — L. 
R    heard  at  the  beginning  of  the  word  rove — R. 
M   heard  at  the  end  of  the  word  roam — M. 

N    heard  at  the  end  of  the  word  shun — N. 

Ng  heard  at  the  end  of  the  word  song — Ng. 

W   heard  at  the  beginning  of  the  word  well — W. 
Y    heard  at  the  beginning  of  the  word  yoke — Y. 

Q.  Where  the  breath  constituent  of  a  union  sound 
is  very  similar  to  the  breath  sound  made  with  the  or- 
gans in  the  same  position,  how  are  these  sounds  related 
to  such  breath  sounds,  and  what  are  they  called? 

A.  They  bear  a  very  close  relation  to  each  other;  so 


16  THE  SHORTHAND  REPORTER. 

close  that,  should  one  be  used  for  the  other,  the  con- 
text would  determine  which  was  intended  to  be  used. 
These  sounds  are  called  connate  sounds. 

Q.  Give  an  illustration  of  these  connate  sounds. 

A.  P  is  a  breath  sound,  and  B  is  a  union  sound.  If 
one  should  say,  "Post  not  thyself  of  to-morrow,"  etc., 
it  would  be  readily  seen  that  "Boast  not  thyself  of  to- 
morrow" was  intended. 

Q.  How  may  such  connate  sounds  be  treated  in  pho- 
nography? 

A.  They  may  be  advantageously  treated  in  pairs. 

Q.  Will  you  name  some  of  these  pairs? 

A.  P,  B;  T,  D;  Ch,  J;  K,  G;  F,  V;  Th,  TH,  etc. 

Q.  How  do  we  ascertain  what  the  sounds  of  a  lan- 
guage are  ? 

A.  By  simply  taking  the  words  of  a  language  and  an- 
alyzing them  into  the  ultimate  parts  into  which  they 
are  divisible,  and  identifying  and  noting  each  of  the  ele- 
ments found  until  they  are  exhausted. 

Q.  How  may  it  be  known  that  the  elements  are  ex- 
hausted ? 

A.  Simply  from  the  fact  that  the  elements  already 
found  are  sufficient  to  form  all  the  other  words.  Then 
there  is  no  reason  for  going  farther. 

Q.  Have  we  illustrated  the  finding  and  noting  of  the 
sounds  in  this  book  ? 

A.  A  complete  illustration  is  given  in  the  Table  of 
Sounds  which  appears  farther  along  in  the  book. 

NOTE. — The  above  chapter  illustrates  what  phonography  is: 

1.  It  is  writing  the  sound  of  the  language,  and  not  its  letters. 
In  this  art  the  student  should  talk  and  think  of  sounds,  not  let- 
ters. 

2.  The  sounds  of  the  language  are  forty-three  in  number,  each 
one  being  clearly  and  distinctly  given  and  marked. 

3.  A  method  is  given  to  identify  each  sound  in  the  mind — that 
is,  by  having  the  sound  at  the  beginning  or  end  of  a  word  if  pos- 


THE  SHORTHAND  REPORTER.  17 

sible,  and  by  slowly  pronouncing  the  element  its  distinctive  in- 
dividuality is  readily  ascertained  and  noted. 

4  The  effect  the  vocal  cords  have  upon  the  different  sounds 
is  shown  by  apt  illustrations,  which  enable  the  student  the  bet- 
ter to  identify  the  sound,  and  also  to  understand  the  scientific 
basis  upon  which  the  phonographic  letters  are  selected  and  used 
in  pairs 

THE  PHONOGRAPHER'S  SECRET. 

Q.  What  is  the  phonographer's  secret  for  ascertain- 
ing the  sounds  of  a  given  word? 

A.  If  the  word  is  correctly  pronounced,  the  sounds 
will  be  naturally,  distinctly,  and  correctly  made  by  the 
organs  of  speech.  The  secret  for  ascertaining  these 
sounds  is  simply  to  listen  at  the  sounds  as  they  fall 
from  one's  own  lips  in  pronouncing  the  word  aloud. 

Q.  Can  one  teach  himself  in  this  way  to  readily  dis- 
tinguish the  sounds  that  compose  any  word  ? " 

A.  He  can,  and  that  is  the  way  to  master  the  sounds 
of  words.  The  sounds  are  made  in  every  word  properly 
pronounced,  and  being  made  we  may  listen  and  hear 
them,  and  learn  them  from  ourselves. 

Q.  Pronounce  the  following  words  slowly,  and  listen 
at  the  sounds  your  own  organs  of  speech  make:  All, 
a-1;  ball,  b-a-1;  may,  m-a;  boll,  b-o-1;  day,  d-a;  laugh, 
1-a-f;  me,  m-e;  neigh,  n-a;  dough,  d-o;  rough,  r-ii-f; 
kill,  k-i-1;  sheep,  sh-e-p;  love,  1-ii-v. 


PHONOGRAPHIC  LETTERS. 

Q.  How  are  the  forty-three  sounds  used  in  speaking 
the  language  represented  in  both  longhand  and  short- 
hand writing? 

A.  By  letters. 

Q.  What  is  a  letter? 

A.  "It  is  a  mark  or  character  used  as  the  represent- 
ative of  a  sound,  or  of  an  articulation  of  the  human 
organs  of  speech,  a  first  element  of  written  language." 

Q.  How  many  letters  are  there  in  the  English  alpha- 
bet, used  in  writing  longhand  ? 

A.  There  are  twenty-six,  beginning  A,  B,  C,  etc. 

Q.  How  many  letters,  are  there  in  the  phonographic 
alphabet,  used  in  writing  shorthand  ? 

A.  There  are  forty-three:  one  for  each  sound  used  in 
speaking  the  language. 

Q.  Does  the  English  alphabet  represent  the  same 
sounds  as  the  phonographic  alphabet  ? 

A.  It  does. 

Q.  How  does  it  represent  forty-three  sounds  with 
only  twenty-six  letters? 

A.  By  making  one  letter  represent  more  than  one 
sound. 

Q.  Give  an  illustration. 

A.  The  letter  A  represents  as  many  as  seven  differ- 
ent sounds  in  the  English  alphabet.  These  are: 

1.  The  sound  of  a  in  the  word  ale,      marked  a 

2.  The  sound  of  a  in  the  word  at,        marked  a 

3.  The  sound  of  a  in  tl  e  word  tar,      marked  a 

4.  The  sound  of  a  in  the  word  ball,    marked  a 
5    The  sound  of  a  in  the  word  fare,   marked  a 

6.  The  sound  of  a  in  the  word  what,  marked  6 

7.  The  sound  of  a  in  the  word  ask,     marked  a 

Q.  In  phonography  hovr  are  the  seven  sounds  of  A 
represented  ? 
(18) 


THE  SHORTHAND  REPORTER.  19 

A.  Each  of  the  sounds  has  a  separate  and  distinct 
letter  to  represent  it,  except  that  the  second  and  sev- 
enth sounds  are  represented  by  the  same  sign. 

Q.  How  do  the  characters  selected  for  letters  in  pho- 
nography compare  with  those  selected  for  letters  in 
English  longhand? 

A.  The  letters  in  phonography  are  simpler  and  less 
cumbersome.  The  English  letters  are  too  complex  in 
form  for  verbatim  reporting. 

Q.  Of  what  do  the  letters  in  phonography  consist? 

A.  Of  the  simplest  straight  and  curved  lines  about 
one-sixth  of  an  inch  long,  to  represent  the  consonants, 
and  dots  and  dashes,  and  half  circles,  and  other  small 
signs  to  represent  the  vowels  and  diphthongs. 

Q.  Give  an  illustration  of  the  phonographic  letters. 

A.  P  \   V^. 

Q.  In  what  order  are  the  letters  arranged  in  the  Eng- 
lish alphabet? 

A.  The  consonants  and  vowels  are  grouped  together 
without  any  divisions  to  distinguish  them. 

Q.  In  what  order  are  the  letters  arranged  in  the  pho- 
nographic alphabet? 

A.  The  consonants,  vowels,  and  diphthongs  are  placed 
in  separate  and  distinct  groups,  and  are  arranged  ac- 
cording to  the  natural  order  in  which  they  are  made  by 
the  organs  of  speech. 

Q.  With  what  letter  do  the  consonants  begin,  and 
why? 

A.  With  the  letter  P,  because  it  is  the  least  compli- 
cated of  all  the  consonant  sounds,  being  formed  at  the 
very  edge  of  the  lips. 

Q.  What  are  such  sounds  called? 

A.  Labial  or  lip  sounds. 

Q.  Which  are  the  labial  or  lip  sounds? 

A.  P,  B,  F,  V. 

Q.  What  sounds  are  next  in  the  natural  order  ? 


20  THE  SHORTHAND  REPORTER. 

A.  The  sounds  that  are  made  when  the  tip  of  the 
tongue  is  against  the  teeth,  called  lingo-dentals,  or 
tongue-teeth  sounds. 

Q.  Which  are  lingo-dental  sounds? 

A.  T,  D,  Th,  TH,  S,  Z. 

Q.  What  sounds  are  next  in  natural  order? 

A.  Sounds  made  while  the  tongue  is  pressed  against 
the  roof  of  the  mouth,  called  palatal  sounds. 

Q.  Which  are  the  palatal  sounds? 

A.  Ch,  J,  Sh,  Zh. 

Q.  What  sounds  are  next  in  the  natural  order? 

A.  The  sounds  that  are  made  at  the  root  of  the  tongue, 
near  the  throat,  called  guttural  or  throat  sounds.  These 
are  K  and  G. 

Q.  How  are  the  sounds  L  and  R  classified? 

A.  They  are  sounds  that  easily  flow  into  and  unite 
with  other  consonant  sounds,  forming  nearly  a  double 
consonant.  They  are  called  liquids. 

Q.  How  are  the  sounds  M,  N,  and  Ng  classified? 

A.  In  making  these  sounds  the  voice  resounds  in  the 
cavity  of  the  head  and  through  the  nose.  They  are 
called  nasal  sounds,  or  resonants. 

Q.  How  are  the  sounds  W,  Y,  H  classified? 

A.  They  are  the  feeblest  of  all  the  consonants,  seem- 
ing to  be  modifications  of  vowels — the  breath  being 
very  lightly  obstructed.  They  are  called  by  Andrews 
and  Boyle  "ambigues,"  and  we  adopt  the  name  here. 

Q.  Into  what  other  classes  are  the  consonants  di- 
vided ? 

A.  Into  abrupts  and  semi-vowels. 

Q.  What  are  the  abrupt  sounds  ? 

A.  Those  that  suddenly  terminate,  as  P,  B,  T,  D, 
Ch,  J,  K,  G. 

Q.  What  are  the  semi-vowels? 

A.  Those  where  the  breath  or  voice  partially  escapes 


THE  SHORTHAND  REPORTER.  21 

while  they  are  uttered,  producing  a  flowing  sound,  as 
F,  V,  TH,  Th,  S,  Z,  Sh,  Zh. 

Q.  What  kind  of  letters  are  assigned  to  the  abrupt 
sounds? 

A.  The  straight  letters. 

Q.  What  kind  of  letters  are  assigned  to  the  semi- 
vowels, or  flowing  sounds? 

A.  Curve  letters;  except  that  S  and  Z  are  under  cer- 
tain circumstances  also  represented  by  a  small  circle. 

Q.  What  kind  of  letters  are  assigned  to  the  liquids 
and  resonants,  or  nasal  sounds? 

A.  Curve  letters. 

Q.  What  letters  are  assigned  to  the  ambigues? 

A.  We  assign  curve  letters,  and  also  the  small  half- 
circles.  For  W  these  half  circles  open  to  left  or  right, 
and  for  Y  they  open  on  upper  or  lower  side. 

Q.  We  stated  that  in  the  phonographic  alphabet  there 
is  one  letter  for  each  sound  used  in  speaking  the  lan- 
guage. Is  this  rule  violated  in  having  two  letters  each 
for  S,  Z,  and  R,  and  three  letters  each  for  W  and  Y? 

A.  It  is  not.  Where  two  or  more  letters  are  used  to 
represent  the  same  sound,  they  are  each  used  in  differ- 
ent positions  and  under  different  circumstances,  and, 
therefore,  amount  virtually  to  a  single  letter. 

Q.  Will  the  student  draw  a  table  representing  in  out- 
line the  natural  order  in  which  the  phonographic  alpha- 
bet is  constructed? 


22  THE  SHORTHAND  REPORTER. 

TABLE  OF  CONSONANTS  (IN  THEIR  NATURAL 
ORDER). 


I 

II      51 


1    ! 


C\P  |t         /ch— k 

(  \  b  |  d          /  j    — g 


^ah 


Liquids  \      ^  r 

Re  sonants  ^-**  m  "*-S  ft  >^  ng 

J,<    w  ^  b 


Q.  Will'  the  student  now  give  us  from  the  table  that 
follows  each  consonant  sound,  the  phonographic  letter 
that  represents  it,  the  name  by  which  it  is  called  in 
speaking  of  it,  and  the  direction  in  which  it  is  made  ? 
The  student  will  also  point  out  from  the  diagrams  given 
the  straight  lines  that  indicate  the  directions  of  letters, 
and  the  parts  of  the  circles  which  represent  the  curve 
letters. 


THE  CONSONANTS. 

CONSONANTS. 

-B                     "s 
2                      .§ 

S 

a 

INK 

P  toss- 
graph 

Name 

E:w  Made 

•G                                                                                             QQ 

^^ 

V 

o 
a 

•^^         J3 

P 

\ 

pe 

Down. 

1     !  5 

Of 

B 

T 

\ 

1 

be 
te 

" 

U  I     K. 

7  i    /" 

^^^^           ^^ 

• 

1 

ja                                     f 

be                            P             f 

D 

1 

de 

" 

5.          !..    V 

y  1 

*     g                                   O     a)                 ^^ 

^    >> 

CH 

cha 

«' 

^»  ee                     -^  S 

"3 

"t?  h.                         rt         \^^^ 

"~Xx      S 

fcri     Mi           /^V 

J\     2 

J 

/ 

ja 

" 

8.1              al     (> 

K 



ka 

Left 
to  right. 

r.l           |  i    >^ 

o  £                        ^.5             ^>- 
-    c        \j         «    *              ^J 

y  \f 

G 

— 

ga 

11 

*  ^       •     s        **   o          ^^^ 

F 

(^ 

gf 

Down. 

.*?«                 »  s>     '( 
**  5      V 

J  1? 

•i  "2                -  c       ^*« 

V 

^w 

ve 

4< 

M     —                                                «     '"* 

1    0                                ^   ^ 

o  bo 

TH 

( 

Jth 

" 

S  s               6  'S 

O                               "  JJ 

2                   2 

I 

TH 

S 

the 

H 

S 

\ 

gs 

The  stroke 
down. 

\ 

1 

Z 

). 

zg 

" 

X"5 

•5 

SH 

J 

ish 

Up  or 
down. 

r  B    ^   ^ 

S"    • 

ZH 

°\ 

zhg 

Down. 

/"  3          v> 

S  a* 

i 

r 

gl 

Up  or 
down. 

0 

R 

^ 

ar 

Down. 

j  8     ..  s^g    --"^ 

e?           ^  ^ 

oj    ^   S      !  w 

^         (  S 

R 

/ 

ray 

Up. 

bd_y  w    g  ^^    g-^ 

5  •  ^w 

H5       W3 

M 

— 

5m 

Left 
to  right. 

55           &           ** 

O 

N 

^_^ 

5n 

« 

D        g     ^         <o     g  \ 

j?  «  1  5" 

^  '    «      (J        O2; 

yj     "  O 

NG 

^, 

ing 

«' 

5/g    §  —  »  3\ 

J       <     1     <*" 

W 
Y 

r" 

wa 

ya 

The  stroke 
down, 
it 

1      1      6 

b      §      2 

^      S 

S 
O 

M             K             M 

EG 

H 

^\ 

ha 

Down. 

• 

i-«               N               eo 

'P 

(23) 

24  THE  SHORTHAND  REPORTER. 

THE  COMPOUND  STEM  M-P,  M-B. 

The  frequently  recurring  sounds  M-p  and  M-b  are  represented 
by  a  shaded  M,    ^—  v   . 

A  PRACTICE  EXERCISE. 

To  be  copied  and  recopied  many  times. 

P,B  \\      \\     \\      \\ 


T,D  I    |        |    I       I    1        I    J        I     |        I    I 

Th,TH((        ((        ((        ((  ((        (( 

S,Z  )    )         )    )        )    >        )    )  )    )        )    > 

SH,W    JJ       JJ      JJ      JJ  JJ      JJ 

L,  Y     rr     rr    rr    rr  rr 


Ray.      Ch  /^     Ray.    Ch  /^    Ray. 
M,  M      /^^^x-^^x-^^^-x^^^x^-x 

N,    Ng  \~S'**'        '**'>*'          V_X>^'         N-^°S^          V^X>«^         V-X>W' 

Zh,Zh^^^|^^^^^^^^^ 

MP  and  MB  ^       ^      ^    ^^    ^      ^^v^^ 

(NOTE.  —  As  each  letter  is  made  let  it  be  pronounced  aloud,  that 
the  ear,  hand,  and  eye  may  be  trained  together.) 


THE  SHORTHAND  REPORTER. 


25 


THE  VOWELS  AND  DIPHTHONGS. 

Q.  How  are  the  vowels  and  diphthongs  arranged  in 
the  phonographic  alphabet? 

A.  They  are  arranged  in  groups  of  two  or  three  ac- 
cording to  the  natural  order  in  which  they  are  made  by 
the  organs  of  speech. 

Q.  Why  are  they  arranged  in  groups  of  two  or  three? 

A.  In  order  that  they  may  occupy  one  of  three  posi- 
tions on  a  consonant  letter  when  used  in  word  outlines. 

Q.  What  are  the  three  positions  that  a  vowel  or  diph- 
thong may  occupy  to  a  consonant  letter? 

A.  The  first  position  is  where  a  letter  is  commenced  to 
be  made,  the  second  position  will  be  in  the  middle,  and 
the  third  position  at  the  end  of  the  letter.  If  the  letter 
is  made  downward,  as  the  letter  P,  the  positions  are  as  we 

have  them  in  the  following  illustration:  \? 

If  the  letter  is  made  upward  as  Ray,  the  positions  are 

reversed  as  follows:   /a3 

On  horizontal  letters  the  positions  commence  on  the 

left,  as  on  K  following:  l*.3 

The  rule  is  simple:  always  begin  to  number  your  posi- 
sitions  from  the  point  where  the  letter  was  commenced. 

Q.  Some  of  the  letters  are  made  up  or  down.  Does 
this  fact  alter  the  rule  ? 

A.  It  does  not.  Take  Sh,  for  instance;  when  it  is 
made  downward  the  first  position  is  at  the  top  of  the  let- 
ter as  with  the  letter  P,  and  when  it  is  made  upward  the 
first  position  is  apparent  at  the  bottom  of  the  letter  as 
with  Ray. 

Q.  Could  there  be  any  more  positions  on  a  consonant 
letter? 


26  THE  SHORTHAND  REPORTER. 

A.  There  could  not,  as  the  use  of  the  other  portions  of 
the  letter  would  make  the  whole  scheme  ambiguous, 
there  not  being  room  or  space  enough  in  which  to  place 
them  intelligently. 

Q.  How  are  the  vowels  designated  with  reference  to 
position  ? 

A.  Those  in  the  first  position  are  called  first-place  vow- 
els, those  in  the  second  position  second-place  vowels,  and 
those  in  the  third  position  third-place  vowels. 

Q.  You  said  the  vowels  are  arranged  in  groups  of 
two  or  three.  Is  there  any  other  division  made  of  the 
vowels  ? 

A.  They  are  divided  into  series  of  long  or  heavy  and 
short  or  light  vowels. 

Q.  What  is  the  first  series  of  vowels? 

A.  Beginning  with  E  and  taking  such  long  vowels  as 
will  require  the  gradual  opening  and  closing  of  the  or- 
gans of  speech,  we  have  the  vowels  represented  on  the 
following  diagram : 


or  o 


Q.  How  is  this  series  of  vowels  grouped? 

A.  They  are  divided  into  groups  of  three  each. 

Q.  What  is  the  first  group,  and  how  are  they  repre- 
sented ? 

A.  The  first  group  is  e,  a,  a.  They  are  represented 
by  heavy  dots  in  each  of  the  three  positions,  as  is  illus- 
trated in  the  following  table: 

I    HEAVY  DOT  VOWELS 

•  •  e    Pronounced  like  e  in  the  word  me. 
:  •  a.  Pronouuced  like  a  in  the  word  ale. 

•  •  a    Pronounced  like  a  in  the  word  tar. 


THE  SHORTHAND  REPORTER.  27 

Q.  What  is  the  second  group  of  vowels,  and  how  are 
they  represented? 

A.  They  are  a,  6,  o.     They  are  represented  by  short 

heavy  dashes  always  made  at  right  angles  to  the  letter  to 
which  they  are  placed,  as  in  the  following  table: 

11.   HEAVY  DASH  VOWELS 
a.  Pronounced  like  a  in  the  word  ball. 
6.  Pronounced  like  6  in  the  word  note, 
o.  Pronounced  like  o  in  the  word  move. 

Q.  Which  of  these  vowels  are  first-place,  and  which 
second-place,  and  which  third-place? 

A.  e  and  a  are  first-place,  because  they  occupy  the  first 

position  on  a  consonant;  a  and  6  are  second-place,  because 
they  always  occupy  the  second  position  of  a  consonant 
letter;  a  and  o  are  third -place,  because  they  occupy  the 

third  position  to  a  consonant  letter. 

Q.  Make  a  diagram  of  the  long  vowels  with  the  heavy 
signs,  showing  the  place  or  position  of  each. 

LONG  VOWELS.    HEAVY  SIGNS. 

1st- pi.      2nd  pL      3 ni  pi      1st  pi.    2nd  pi.    3rd  pi. 


1  i 

a  6  oo 


28  THE  SHORTHAND  REPORTER. 

WORD-BUILDING  AND  SENTENCE-MAKING. 

Q.  What  is  the  best  method  of  learning  a  language  ? 

A.  It  is  the  natural  method,  now  generally  used  in  all 
our  best  schools  and  colleges,  called  the  inductive  proc- 
ess. Practically  stated,  it  is  the  writing  of  words  and 
sentences  from  the  very  beginning.  We  first  build  a 
few  words,  and  procure  a  meager  vocabulary;  then  we 
begin  sentence-making,  adding  new  words  with  each  new 
sentence,  and  deriving,  through  these  examples,  the 
principles  of  the  language. 

Q.  Is  phonography  a  new  written  language  ? 

A.  It  is.  It  is  writing  the  language  as  it  is  pronounced 
with  new  and  distinct  letters. 

Q.  How  should  we  proceed  in  the  mastery  of  phonog- 
raphy? 

A.  As  far  as  practicable,  just  as  we  would  in  learning 
to  write  any  other  new  language.  We  should  follow 
clearly  and  distinctively  its  own  rules  and  methods,  hav- 
ing no  regard  whatever  to  the  rules  and  methods  of 
other  languages,  or  any  different  mode  of  writing  the 
English  language. 

Q.  Do  students  of  phonography  always  do  this  ? 

A.  They,  do  not.  They  cling  to  the  English  longhand 
method  of  spelling  words  with  a  unanimity  that  is  strange 
and  unaccountable.  They  forget  that  in  longhand  we 
write  words  as  they  are  presented  in  the  spelling  books 
and  dictionaries  of  the  language,  while  in  phonography 
we  write  words  as  we  hear  them  pronounced  or  spoken. 
Take,  for  example,  the  word  "gentle." 

In  longhand  we  use  the  letter  "g"  at  the  beginning 
of  the  word,  but  in  shorthand  we  use  the  letter  "j." 
Nine  out  of  ten  students  of  shorthand  will  use  "g"  be- 
cause it  is  used  in  English.  Take  the  word  "queen." 
The  sounds  heard  are  k-w-e-n.  The  student  of  phonog- 
raphy will  wonder  how  he  can  supply  a  "q."  Take  the 


THE  SHORTHAND  REPORTER.  29 

word  "Xerxes."  It  is  pronounced  z-e-r-k-s-e-z,  but  the 
student  hunts  with  zeal  for  his  "  x's."  There  are  no  c,  x, 
or  q  in  phonography,  because  c  is  equivalent  to  s,  x  to 
e-k-s,  and  q  to  kw. 

Q.  What  is  the  remedy  for  these  and  similar  errors  of 
students  ? 

A.  It  is  to  have  them  to  understand  at  the  very  be- 
ginning that  spelling  words  phonographically  should 
never  be  confounded  with  the  method  of  spelling  words 
in  English  longhand.  The  art  of  word-building  in  pho- 
nography should  never  be  thought  of  in  any  connection 
whatever  with  the  art  of  word-building  in  English  long- 
hand. 

Q.  What  is  the  natural  method  of  learning  phonog- 
raphy ? 

A.  1.  To  learn  the  science  of  phonetics,  on  which  the 
art  is  based.  We  must  know  the  sounds,  and  how  to 
spell  words  by  sound,  before  we  can  write  the  sounds. 

2.  To  learn  how  to  build  words  in  phonography,  and 
how  to  build  them  rapidly,  without  hesitation,  we  learn 
first  the  consonants,  because  they  constitute  the  frame- 
work, the  skeleton,  the  outlines,  of  words;  and,  sec- 
ondly, we  learn  the  vowels  and  diphthongs  as  parts  of 
words  to  be  added  to  the  consonant  frame,  skeleton,  or 
outline,  in  actual  word-building. 

3.  To  begin  to  make  sentences  as  soon  as  we  have 
built  a  sufficient  vocabulary  of  words  with  which   to 
construct  the  simplest  sentences;  adding  new  words  with 
each  new  sentence,  and  deriving  through  these  practical 
examples  the  principles  of  the  art. 

Q.  What  should  we  call  this  new  method  of  learning 
phonography  ? 

A.  The  natural  or  word  method.  This  is  the  method 
pursued  in  this  book. 

Q.  Has  the  science  of  phonetics  been  already  taught 
in  this  book  ? 


30  THE  SHORTHAND  REPORTER. 

A.  It  has,  and  reference  is  again  made  to  the  subject 
in  the  review  chapter,  farther  on. 
Q.  What  is  the  next  step  in  the  art? 
A.  Word-building. 

WORD-BUILDING. 

Q.  What  is  the  first  step  to  be  taken  in  word-build- 
ing? 

A.  Pronounce  the  word  slowly  and  note  each  elemen- 
tary sound  found  in  it.  As,  Beak — b-e-k. 

Q.  What  is  the  second  step  ? 

A.  Distinguish  the  vowel  and  consonant  sounds.  As: 
Beak,  consonants,  b-k;  vowel,  e. 

Q.  What  is  the  third  step? 

A.'  To  make  the  consonant  framework,  outline,  or 
skeleton.  As:  Beak;  consonant  outline,  \ . 

Q.  What  is  the  fourth  step? 

A.  To  add  the  vowels  or  diphthongs  to  the  consonant 
outline,  framework,  or  skeleton  to  complete  the  word. 
As:  Beak,  outline,  \ ;  vowel  placed,  \ . 

Q.  In  what  does  this  method  differ  from  the  usual 
method  of  writing  English  words  ? 

A.  In  English  the  vowels  and  consonants  are  written 
connectedly,  one  after  the  other,  in  the  order  in  which 
they  are  reached.  In  phonography  all  the  consonants 
are  written  first,  and  the  vowels  are  added  afterwards. 

Q.  In  placing  the  vowels  and  diphthongs  to  the  con- 
sonant outline  just  described,  what  positions  will  they 
occupy  ? 

A.  They  will  occupy  the  same  positions  they  do  to  the 
dotted  lines  in  the  tables  of  vowels  and  diphthongs — 
that  is,  at  the  beginning,  middle,  or  end  of  the  conso- 
nant letters. 

Q.  How  are  they  written  relatively  to  the  consonant 
to  which  they  are  placed? 


THE  SHORTHAND  REPORTER.  31 

A.  The  dot  vowels  are  written  as  close  as  possible  to 
the  consonants.  The  heavy  and  light  dash  vowels  are 
written  also  close  to  the  consonants  and  at  right  angles  to 
them,  their  direction  being  always  suited  to  the  position 

of  the  letter.  As:  Ball,  V~;  cau£ht>  ^"1  The  posi- 
tion of  other  vowels  and  diphthongs  will  be  given  as 
reached. 

Q.  What  position  is  designated  as  being  before  a  let- 
ter, and  what  after  a  letter  ? 

A.  1.  Before  a  letter  is  to  the  left  of  an  upright  letter, 
and  above  a  horizontal  letter.  As:  Ape,  \;  Oak,  ,  . 

2.  After  a  letter  is  to  the  right  of  an  upright  letter, 
and  below  a  horizontal  letter.  As:  Day,  |-  ;  Go,  -p-  . 

WRITING  EXERCISE  ON  THE  FIRST  SERIES  OF  VOWEL.S. 

JL  .  ____  c  ......  ^  ........  ^  ......  .von. 

»    » 

Decay.  Gale.  Robe.  Foam.  Foal. 


Oar.  Snow.  Rage.  Bees.   Soap. 

...1  .............  ^  ............  *%.  ..........  <^\  .......  I- 

Seat,  cause.  Kneel.  Reap.  Day. 

..X..  .........  7  ..........  )"..:  .........  t£Z  .........  Z\ 

Poe.     Each.     See.     Derange.     Cape. 


THE  SHORTHAND  REPORTEK. 


SENTENCE-MAKING. 

Q.  Having  learned  to  write  words  phonographically, 
what  is  the  next  step  in  the  art? 

A.  To  acquire  a  sufficient  vocabulary  to  enable  one  to 
write  without  hesitation  the  words  of  ordinary  discourse. 

Q.  How  is  this  vocabulary  most  readily  acquired '( 

A.  By  the  use  of  words  in  sentences.  Begin  with 
simple  sentences,  and  gradually  enlarge  the  exercises 
until  the  most  complicated  sentences  can  be  readily  writ- 
ten. In  each  sentence  some  of  the  same  words  are  re- 
peated over  and  over  again  until  their  outlines  become 
as  familiar  as  the  outlines  of  English  words  in  the  long- 
hand script. 

Q.  How  are  the  most  frequently  recurring  words  rep- 
resented ? 

A.  By  what  are  called  word  signs.  They  are  gener- 
ally such  parts  of  the  word  outline  as  will  suggest  the 
word  without  writing  it  in  full. 

Q.  Are  these  word  signs  derived  from  the  vowel  and 
diphthongal  or  the  consonant  part  of  the  outline  ? 

A.  Most  generally  from  the  consonant  part  of  the  out- 
line; but  there  are  a  few  from  the  vowel  and  diphthon- 
gal part  of  the  outline. 

Q.  Will  you  name  such  word  signs  as  may  be  derived 
from  the  six  vowel  signs  given  ? 

A.  A  dot  on  the  line  on  which  one  writes  represents 
the  three  words  "a,"  "an,"  or  "and."  This  is  the 
vowel  a. 

2.  The  dash  a,  when  given  an  oblique  direction  from 

left  to  right,  and  placed  above  the  line,  represents  the 
word  "all." 

3.  The  dash  o  when  given  an  oblique  direction  from 

left  to  right,  and  placed  on  the  line,  represents  the  words 
"too"  and  "two,"  and  when  turned  obliquely  from  right 
to  left  represents  the  word  "who." 


THE  SHORTHAND  REPORTER.  33 


TABLE  OF  VOWEL  WORD  SIGNS. 


A,  an,  and  All  Too,  two  Who 

Q.  Will  you  give  a  word  sign  constructed  from  a  con- 
sonant ? 

A.  The  little  circle  "s,"  above  the  line,  represents  the 
words  "is"  and  "his,"  and  on  the  line  "as"  or  "has." 

EXAMPLE  OF  CONSONANT  WORD  SIGNS. 


Is  or  His.       As  or  Has. 

POSITION  OF  WORDS. 

Q.  How  does  phonography  differ  from  the  usual  meth- 
od of  writing  English  longhand,  as  regards  the  positions 
in  which  the  words  may  be  written  ? 

A.  The  English  longhand  is  generally  written  on  a 
straight  line  ruled  for  the  purpose.  Phonography  is 
written  in  one  of  three  positions — on  the  line,  above  the 
line,  or  through  or  under  the  line.  What  are  these  sev- 
eral positions  called? 

A.  Above  the  line  is  called  the  first  position.  On  the 
line  is  called  the  second  position.  Below  and  through 
the  line  is  called  the  third  position. 

Q.  What  class  of  words  are  generally  written  in  these 
respective  positions? 

A.  If  its  principal  or  accented  vowel  or  diphthong  is 
a  first-place  vowel  or  diphthong,  the  word  is  written  in 
the  first  position;  if  it  is  a  second-place  vowel  or  diph- 
thong, it  is  written  in  the  second  position;  if  it  is  a 
third-place  vowel  or  diphthong,  it  is  written  in  the  third 
position. 

Q.  Will  you  make  a  diagram  illustrating  the  several 
positions  and  the  vowels  that  govern  them  ? 
3 


34  THE  SHORTHAND  REPORTER. 

DIAGRAM  OF  POSITIONS. 

•  6,    |  (e,  I,  a,  6,  I  oi) 

•  * *  ~-'    ""H" '      (a,  <5,  e,  e,  u,  ) 

•  *•  (3»  a,     o,  o,        ow,  Q) 

Q.  Explain  the  diagram. 

A.  The  horizontal  dotted  line  represents  the  usual 
ruled  line  on  which  we  write  in  English  longhand.  The 
vowel  scale  e-a-a  is  arranged  to  that  line  so  as  to  show  e 
above  the  line,  a  on  the  line,  and  a  under  the  line.  The 
first  phonographic  characters,  g-d,  show  the  first  posi- 
tion; the  second  g-d,  the  second  position;  and  the  third 
g-d,  the  third  position.  The  first-place  vowels  are  named 
above  the  line,  the  second-place  vowels  on  the  line,  and 
the  third-place  vowels  under  the  line. 

Q.  Give  an  example  showing  how  these  positions  are 
used  in  practice. 

A. 


Pea  Pay  Pii  Paw  Poe  Poor 

SENTENCE-MAKING. 


. -^    x__(. 

Do       go      home.         They     see     me.      Who   is      Joe? 


/ 


x 


Joe         Hall        is      his       name.  .  Pa    came       home 

All     who       see        me        may     go    home.        Go      away. 

;•  i, 

^_____._..:L__^L_*._^____ L...,-. 

She     may        aid      me.          She       came       two     days      ago. 
NOTE. — Copy  and  read  these  sentences  many  times. 


THE  SHORTHAND  REPORTER.  35 

THE  SECOND  SERIES  OF  VOWELS. 

Q.  What  is  the  second  series  of  vowels  ? 

A.  Beginning  with  i  (the  short  sound  of  I),  and  tak- 
ing such  vowels  as  will  require  the  gradual  opening  and 
closing  of  the  organs  of  speech,  we  have  the  following 
six  vowels: 

6 


OO  or  o 


Q.  How  are  these  six  vowels  divided  and  grouped? 
A.  Into  groups  of  three  each. 

Q.  What  is  the  first  group  called,  and  what  are  they 
and  how  represented? 

A.  They  are  called  light  dot  vowels  and  are  as  follows: 

LIGHT  DOT  VOWELS. 
t.    Pronounced  like  I  in  the  word  pin. 
e".  Pronounced  like  e"  in  the  word  p£t. 
&.  Pronounced  like  £  in  the  word  h&t. 

Q.  What  is  the  second  group  called,  and  what  are  they 
and  how  are  they  represented? 

A.  They  are  called  light  dash  vowels,  and  are  as  fol- 

lows: 

LIGHT  DASH  VOWELS. 

-  6.   Pronounced  like  5  in  the  word  n6t. 

-  fi.  Pronounced  like  il  in  the  word  cut. 

-  o.   Pronounced  like  oo  in  the  word  book. 

Q.  Which  of  these  vowels  are  first-place,  which  sec- 
ond-place, and  which  third-place? 

SHORT  VOWELS.    LIGHT  SIGNS. 

1st  pi.     2nd  pi.     3rd  pJ1.     1st  pi.     2nd  pi.     3rd  pi. 


00 


36  THE  SHORTHAND  REPORTER. 

Q.  By  what  other  name  is  this  series  of  vowels  known  ? 

A.  As  short  or  light  sign  vowels. 

Q.  These  signs  being  similar  to  those  of  the  first  se- 
ries, how  are  they  distinguished  from  them  ? 

A.  The  first  series  are  represented  by  heavy  dots  and 
dashes,  while  those  of  the  second  series  ere  light  dots 
and  dashes. 

Q.  Is  there  any  other  method  of  distinguishing  them  ? 

A.  There  is  with  the  second-place  vowels,  when  they 
come  in  a  word  outline  between  two  consonants,  as  a  be- 
tween b  and  k  in  the  word  Bake,  and  e  between  b  and  k 
in  the  word  Beck. 

Q.  What  distinction  is  made  in  these  second-place 
vowels  ? 

A.  The  long  or  heavy  vowels  are  placed  after  the  first 
of  the  consonants,  and  the  short  or  light  vowel  is  placed 
before  the  second  one  of  the  consonants.  As:  Bake, 
\ ;  Beck,  \  .  ;  Poke,  \ ;  Puck,  \  ,  . 

(NOTE. — This  is  one  of  the  most  important  rules  in  phonogra- 
phy, and  is  fully  explained  and  illustrated  in  the  review  chapter 
of  this  book.) 

WRITING  EXERCISE  ON  THE  SECOND  SERIES. 


Ink.  Mill.  Look.  Kit.  Beck.  Back. 

"3    /    <_   C    — />    V_j 
Cut.  Check,  in.  This.  Come.  Book. 


Them.  It.  Things.  Rash.  Pill.  ChicK. 

V.  ........  ^  .........  c  .......  L 


Am.  Jem.  Jim.  Dash.  Jack.  Thin.  Deck 

Q.  Will  you  now  name  such  of  the  light  dots  and 
dashes  as  may  be  used  as  word  signs? 


THE  SHORTHAND  REPORTER.  37 

A.  6,  given  an  oblique  direction  from  left  to  right, 
may  represent  the  word  "of,"  when  written  above  the 
line. 

6  also,  when  given  an  oblique  direction  from  right  to 
left,  may  represent  the  word  "on." 

u,  when  given  a  vertical  direction  and  placed  on  the 
line,  may  represent  the  word  "but." 

Q.  Are  there  any  arbitrary  word  signs  in  phonogra- 
phy? 

A.  There  are  only  a  few. 

Q.  Give  an  example  of  them. 

A.  The  article  "the"  is  represented  by  a  dash  in  the 
same  position  as  the  dash  for  "on." 

TABLE  OF  VOWEL  WORD  SIGNS. 


Of  To  But  On  The 

Q.  Will  you  give  the  best  representatives  for   the 

words  "Are,"  "Were,"  and  "Was?" 

A.   "Are  "  is  best  represented  by  "Ray,"  "Were"  by 

R,  and  "Was"  by  Z. 

TABLE  OF  CONSONANT  WORD  SIGNS. 


Are  Were  Was 

SENTENCE-MAKING. 
Come    home    and    go        to       the       lake        to        fish. 

All       of        his    checks        were  in       the       book. 


Was     Mary        to         go         home.         His      name     is    Jim. 

-y .         .    *  "A 


448623 


38  THE  SHORTHAND  REPORTER. 

The   book      was       in         the    house.      James    may         go. 

X  x  •* S  / 


Joe          read        his        book       and      came         back    home. 
Dora       loves  to        read,       but        Katie  sings. 


__ . 

Jenny        comes          to          see  r.s         on     Sunday. 

__£ ^ x J__J__L_ 

(NoTE. — Copy  and  read  these  sentences  many  times.) 
THE  THIRD  AND  LAST  SERIES  OF  VOWELS. 
Q.  How  many  vowels  now  remain,  and  what  are  they  ? 
A.  Two,  e  and  a.     We  begin  with  e  and  gradually 
open  and  contract  the  organs  of  speech  to  make  a. 

rQ.    How  are  these  two  "owels  repre- 
sented ? 
A.  e  is  represented  by  a  parallel  dash, 
and  a  by  two  dots  in  the  third  position; 
The  dash  and  dots  are  always  written  par- 
allel to  the  letter  to  which  they  are  placed. 

e.    Pronounced  like^  in  the  word  herb, 
a.  Pronounced  like  a  in  the  word  fare. 

Q.  Which  of  these  vowels  are  second-place  and  which 
third-place  ? 

A.  LONG  VOWELS. 

2nd  pi.     3rd  p). 


i: 
a- 


THE  SHORTHAND  REPORTER.  39 

Q.  e  being  a  second-place  dash,  how  is  it  distinguished 
from  the  dash  that  represents  u  of  the  second  series? 

A.  e  is  a  parallel  dash,  and  u  is  a  dash  always  made  at 
right  angles  to  the  letter  on  which  it  is  placed. 

WRITING  EXERCISE. 

..v?.  ......  .."V..  .  -^  .....  V  .   r^ 

Bear.     Hair.   Care.   i)are.   Her. 

SENTENCE-MAKING. 

The      herbs         are        ready.  It       is         fair  to-day. 


i 


...._.,?v      ^    ...*_.    -_A      ^_ 

THE  DIPHTHONGS. 

Q.  How  are  the  diphthongs  divided  and  grouped? 
A.  They  are  divided  into  two  series  of  two  each. 
Q.  What  is  the  first  group? 
A.    Begin    with    I,    with    the   organs    of 
speech  open,  and  gradually  close  with  "ow."' 
Q.  What  is  the  second  group?  OW 

A.  Begin  with  "oi"  with  the  mouth 
open,  and  gradually  close  it  as  u  is  made. 
Q.  How  are  the  diphthongs  represented? 
A.  I  is  represented  by  a  small  character  V- 
shaped;  ow  by  a  parallel  dash  in  the  third  place; 
oi  by  a  parallel  dash  in  the  first  place;  and  u  by  a  half- 
circle  Y  in  third  place,  as  follows: 

v      I.  Pronounced  like  I  in  the  word  pine. 
i   ow.  Pronounced  like  ow  in  the  word  owl. 
1    oi.  Pronounced  like  oi  in  the  word  oil. 
-  u.    Pronounced  like  u  in  the  word  tube. 
Q.    Draw  a  diagram  showing  the  positions  of   the 
diphthongs  to  the  letters. 

1st  pi.      1st  pi.      3rd  pi.      3rd  pi. 

vi       I1       \ 
ril 

I  ke       oi  1       ow  I     i 


40 


THE  SHORTHAND  REPORTER. 


WRITING  EXERCISE. 


&\ 

.\ 


Cube.  Jury.  Dime.  Pike.  Bow.  Boy. 

Q.  Name  the  word  signs  that  may  be  derived  from  the 
diphthongs. 

A.  The  pronoun  "I"  may  he  represented  by  the  sign 
for  "I,"  written  above  the  line;  and  the  pronoun  ""You" 
by  the  sign  for  Q,  written  on  the  line. 

Ow  may  be  inclined  left  to  right  or  right  to  left,  and 
when  written  under  the  line  may  represent'the  word 
"  How." 

TABLE  OF  DIPHTHONGAL  WORD  SIGNS. 


I  You  How 

SENTENCE- MAKING. 
1      know      you      know      me.      Who     is       at         the    door. 

V  {—^ 

_x 


Is         it        Mary,         is         it        Jim?         Who       is        it? 


Were        you         to       be         one      of     them?  1       \vas. 


^ 

_, /_ 


How      do       you       know      who-       came?        1       saw      them. 


(NOTE.  —  This  chapter  gives  all  the  letters  which  represent  the 
sounds  used  in  speaking  the  English  language.  It  also  illus- 
trates the  use  of  these  letters,  and  how  to  write  simple  words 
and  sentences  with  them,  and  prepares  the  student  for  the  com- 
prehension and  mastery  of  the  phonographic  alphabet,  which  is 
now  given  as  a  whole.  Copy  and  recopy  the  alphabet  on  the  fol- 


THE  SHORTHAND  REPORTER.  41 

lowing  page  until  it  is  thorough!}'  mastered.  Take  care  to  make 
the  letters  as  accurately  as  possible  and  about  the  size  therein 
given.  The  neater  and  more  accurately  phonographic  characters 
are  made  the  easier  they  are  read.  It  is  a  good  practice  to  devote 
a  few  minutes  each  day  to  drawing  the  letters  with  the  greatest 
possible  precision,  accuracy,  and  artistic  beauty.  We  appeal  to 
the  student  not  to  write  large,  slovenly-made  characters.) 

THE  REPORTER'S  SECRET  FOR  LEGIBILITY  OF  NOTES. 

Q.  Is  it  important  to  note  the  exact  direction  in  which 
the  letters  are  made? 

A.  It  is.  Each  letter  must  have  its  own  proper  di- 
rection, or  it  will  be  confounded  with  some  other  letter, 
as  each  letter  is  similar  in  its  rnake-up  to  some  other 
letter. 

Q.  Is  the  failure  to  observe  this  rule  the  cause  of  il- 
legible notes? 

A.  It  is  to  a  great  extent.  In  rapid  reporting  the  let- 
ters are  very  apt  to  be  made  out  of  their  proper  direc- 
tion, unless  specially  guarded  against  by  repealed  prac- 
tice. 

Q.  Should  the  student  practice  especially  with  a  view 
of  overcoming  this  evil? 

A.  He  should  by  all  means.  Herein  lies  the  report- 
er's secret  for  making  legible  notes. 

DIAGRAM  SHOWING  THE  DIRECTION  OF  LETTERS. 

1.  LEFf-INCLINED  STROKES: 

\    \  L    V.        >  ^     ^ 

Pee  Bee  Ef  Vee  Ar  Hay  Zha 

2    PERPENDICULAR  STROKES: 

II  C  (  )  ) 

Tee  Dee  lib  Thee  Es  Zee 

8.  RIGBT-INCLINED  STROKES. 

/    /     j    J      r   r     / 

Chay  Jay        IshWay         L      Yay        Ray 
4    HORIZONTAL  STROKES- 

s~*    <^/  >-^ 

Kay  Gay  Em  En        Ing 


42         Gbe  J>bono$rapblc  Hlpbabet 

CONSONANTS. 

VOWELS. 

Eoua 

Phono- 
graph 

Name 

Bow  Xaia 

L—  HEAVY  DOT  VOWELS. 

P 

\ 

pe 

Down. 

•  c.  Pronounced  like  e  in  the  word  me. 

B 

\ 

be 

«' 

•  a.            "             "    a       "        "      ale. 

•  a.            "             "    a       "         "      tar. 

T 

1 

te 

«« 

D 

1 

de 

'« 

II.—  LIGHT  DOT  VOWELS. 

CH 

/ 

cha 

" 

•  I.   Pronounced  like  i  in  the  word  pin. 

J 

/ 

ja 

•« 

•  g.             "              "    6       "         "      pSt. 

ka 

Left 

•  5.            "              "  a       "        "      hat. 

to  ricrht 

G 



ga 

Ill  —  HEAVY  DASH  VOWELS. 

P 

V_ 

gf 

Down. 

i  •  a.  Pronounced  like  a  in  the  word  ball. 

V 

^ 

ve 

•• 

•  o.             "              "    o       "         "      note. 

TH 

Jth 

«' 

••  o.             "              "    o       "         "     move. 

TH 

the 

" 

S 

X 

gs 

The  stroke 
down. 

IV.—  LIGHT  DASH  VOWELS. 
-  5.  Pronounced  like  6  in  the  word  n6t. 

Z 

1 

7.? 

«< 

/o 

-  ii.             "              "   u       "         "     cut. 

SH 

J 

ish 

Up  or 
down. 

-  o.                            "  oo       "         "     book. 

ZH 

°\ 

zhg 

Down 

L 

r 

gl 

Up  or 
down. 

V.—  VOWELS  K  AND  A. 

R 

^\ 

ar 

Down. 

I  e.  Pronounced  like  e  in  the  word  herb. 

R 

/ 

ray 

Up. 

T  oft 

:  a.            '*             "    a     "          "      fare. 

M 

^ 

gm 

to  right. 

N 

— 

gn 

" 

DIPHTHONGS. 

W 

JR 

wa 

11 

The  stroke 
down. 

v      L  Pronounced  like  I  in  the  word  pine 
i  ow.                           "  ow     "         ''      owl. 

Y 

r~ 

ya 

it 

I    oi.                           "    oi     "         "     oil. 

H 

^ 

ha 

Down. 

•»     u.  Pronounced  like  u  in  the  word  tube. 

A  REVIEW  CHAPTER. 

(A  review  of  the  basic  principles  of  the  art,  and  the  method  of 
writing  words  phouographically.) 

QUESTION.  What  is  the  difference  as  to  time  required 
in  writing  the  forms  of  shorthand  and  the  forms  of 
longhand? 

ANSWER.  The  forms  of  shorthand  are  to  be  written 
from  at  least  four  to  eight  times  faster. 

Q.  In  order  to  do  this  what  is  necessary? 

A.  First,  to  have  shorter  and  simpler  letters;  secondly, 
a  quicker  mental  conception  of  the  forms. 

Q.  Are  shorter  and  simpler  letters  provided? 

A.  They  are. 

Q.  What  is  the  character  of  the  letters  provided. 

A.  They  are  short  straight  and  curved  lines  and  small 
circles  and  half  circles  to  represent  the  consonants,  and 
small  dots  and  dashes  and  half  circles  to  represent  the 
vowels  and  diphthongs. 

Q.  What  is  the  similarity  in  the  straight  and  curved 
lines,  and  in  what  do  they  principally  differ,  if  at  all  ? 

A.  They  are  of  the  same  length  and  are  made  in  the 
same  directions,  and  are  both  made  light  and  shaded. 
The  principal  difference  is  that  the  curved  letters  are 
slightly  curved,  being  quarter  circles. 

Q.  In  what  manner  are  we  enabled  to  use  the  same 
straight  and  curved  lines  to  represent  so  many  sounds? 

A.  By  making  them  in  different  directions,  and  by 
making  some  of  them  light  and  others  shaded. 

NOTE. — These  principles  have  been  fully  explained  and  illus- 
trated, and  the  attention  of  the  pupil  is  simply  directed  to  them 
in  this  review,  that  they  may  not  be  overlooked. 

Q.  How  is  the  quicker  mental  conception  of  forms 
acquired? 

(43) 


44  THE  SHORTHAND  REPORTER. 

A.  By  a  thorough  knowledge  of  each  step  that  is  to 
be  taken  in  the  mental  process,  and  by  repeated  prac- 
tice in  making  phonographic  forms,  so  that  the  mind 
will  not  only  be  ready  to  conceive  the  form,  but  the 
muscles  used  in  writing  these  forms  be  trained  to  exe- 
cute them  quickly. 

Q.  How  many  steps  are  to  be  taken  in  the  quick  men- 
tal process  required  to  write  words  phonographically, 
and  what  are  they? 

A.  There  are  four  steps: 

1.  To  distinguish  the  sounds  of  which  a  word  is  com- 
posed.    This  is  absolutely  indispensable,  and  is  the  rea- 
son such  minute  instructions  are  given  in  this  book  as  to 
these  sounds,  and  how  to  note  and  distinguish  them. 
As,  beak — b-e-k. 

2.  To  select  the  consonants  from  the  vowels.     This 
step  is  so  simple  it  needs  no  exposition. 

3.  To  write  the  consonant  character  without  lifting 
the  pen  which  is  called  tracing  the  consonant  outline. 
As,  bake  \ . 

4.  To  place  the  vowels  and  diphthongs  at  their  proper 
place  in  the  consonant  outline.     As.  bake  \ . 

NOTE. — The  student  comprehends  these  steps  already,  but  it  is 
so  important  to  know  perfectly  the  basic  principles  of  the  art, 
and  how  to  write  words  phonographically,  that  each  step  will  be 
minutely  explained,  and  at  the  end  of  the  chapter  recapitulated 
and  presented  in  the  form  of  a  table,  conveying  at  a  glance  this 
word-building. 

Q.  What  is  the  best  method  of  practice  in  making 
phonographic  forms  ? 

A.  First  make  the  forms  slowly  and  as  accurately  as 
possible,  observing  their  proper  length,  their  proper 
direction,  and  whether  they  are  light  or  shaded.  Then 
make  them  repeatedly  as  fast  as  they  can  be  made  to 
observe  all  these  conditions.  Accuracy  and  rapidity  are 
both  essential  to  success  in  writing  phonographic  forms. 


THE  SHORTHAND  REPORTER.  45 

DISTINGUISHING  THE  SOUNDS  OF  WORDS. 

Q.  Tell  us  how  to  distinguish  the  sounds  of  words, 
and  give  an  illustration. 

A.  Pronounce  the  word  very  slowly,  pausing  after 
each  of  its  sounds  are  uttered,  and  note  and  distinguish 
these  sounds,  and  try  to  remember  each  as  a  separate 
and  distinct  element. 

Q.  Give  an  example. 

A.  Take  the  word  all.  Begin  to  utter  it  very  slow- 
ly, and  pause  the  moment  the  first  sound  is  uttered,  a-11. 
We  find  the  first  sound  to  be  the  fourth  sound  of  a  in 
the  Table  of  Sounds  following.  Continue  after  the  pause 
to  pronounce  the  next  sound  represented  by  11,  and  we 
find  the  sound  marked  in  the  table  of  sounds  by  L. 

Q.  What  two  sounds  have  you  now  found,  and  how 
should  you  treat  them? 

A.  The  sound  a  (pronounced  awe)  and  the  sound  1. 
These  two  sounds  should  be  fixed  in  the  mind  and  asso- 
ciated with  the  letters  that  represent  them  in  the  pho- 
nographic alphabet — to  wit,  a  heavy  dash  at  the  begin- 
ning of  a  letter  for  a,  and  a  curve  letter  for  L. 

Q.  In  the  word  all,  there  are  two  Ts:  do  these  repre- 
sent one  or  more  sounds? 

A.  They  represent  only  one  sound,  one  of  the  1's 
being  a  silent  letter,  used  simply  as  an  expedient  in 
English  to  affect  the  sound  of  a. 

Q.  In  phonography  do  we  represent  the  silent  letters? 

A.  We  do  not.  We  only  write  the  sound  that  is 
heard  in  pronouncing  the  word.  Silent  letters  repre- 
sent no  sounds. 

Q.  What  do  we  do  with  the  letter  e  in  the  words 
bake,  take,  etc.  I 

A.  They  are  silent  letters,  represent  no  sounds,  are 
not  pronounced  in  the  words,  and  not  considered  in  pho- 
nography. 

Q.  Analyze  the  word  ball. 


46  THE  SHORTHAND  REPORTER. 

A.  We  have  already  identified  the  sounds  a  and  1,  and 
need  only  to  note  the  sound  appearing  at  the  beginning 
of  the  word — b.  Pronounce  the  word  slowly  and  stop 
when  the  first  element  is  sounded,  and  we  have  the 
sounds  marked  in  the  table  of  sounds  by  the  letter  b. 

Q.  What  is  this  sound  of  b  ? 

A.  It  sounds  something  like  oob  made  with  the  mouth 
closed,  slightly  opening  the  mouth  at  the  conclusion  of  it. 

Q.  Analyze  the  word  bald. 

A.  We  have  already  identified  the  sounds  b,  a,  1,  and 
need  only  to  identify  the  sound  heard  at  the  end  of 
the  word.  Pronounce  the  word  slowly,  as  before,  and 
note  the  sounds  in  the  mind  as  reached  until  the  last 
sound  is  uttered,  and  that  will  be  the  sound  represented 
by  the  letter  d. 

Q.  What  is  the  sound  represented  by  d  ? 

A.  Jt  resembles  somewhat  the  sound  kkood."  made 
with  the  mouth  closed,  slightly  opening  the  lips  at  the 
conclusion  of  it. 

Q.  In  the  following  exercise  as  the  words  are  pro- 
nounced separate  them  into  their  elements,  and  distin- 
guish them  in  the  mind. 

NOTE  — The  teacher  should  ask  the  student  to  analyze  beak, 
bake,  etc  ,  on  through  the  list 

EXERCISE. 


Beak  .     .     .  b-e-k. 

Bake  .     .     .  b-a-k. 

Tar    ...  t-a-r. 

Kit     .     .     .  k  i-t. 

Beck  .     .     .  b-e-k. 

Bat    ...  b-a-t. 

Ball    .     .     .  b-a-1. 

Boll    .     .     .  b-5-1. 


Move.     .     .  m-p-v. 

Pot    ...  p-6-t. 

Cut     ...  k-u-t. 

Book  .     .     .  b-p-k. 

Fare  .     .     .  f-a-r. 

High .     .     .  h-I. 

Boy    .     .     .  b-oi. 

Cow  .          .  k-ow. 


Q.  How  can  a  correct  list  of  the  sounds  of  the  lan- 
guage be  ascertained  ? 

A.  By  taking  the  words  of  the  language  and  analyz- 


THE  SHORTHAND  REPORTER. 


47 


ing  them,  and  finding  and  noting  the  sounds  in  the  man- 
ner in  which  we  have  pointed  out  and  illustrated  with 
the  words  all,  ball,  and  bald  just  given. 

Q.  In  the  following  Table  of  Sounds  is  a  sufficient 
number  of  words  analyzed  to  give  all  the  sounds  used 
in  speaking  the  English  language? 

A.  There  are. 

Q.  How  is  this  table  made  up? 

A.  We  have  first  the  English  letter  that  represents 
the  sounds  used  in  writing  longhand.  Secondly,  the 
sounds  as  are  heard  in  given  words,  as  the  sound  of  a  in 
the  word  ale.  Thirdly,  the  sound  marked  with  the 
diacritical  marks  of  Webster.  Fourthly,  we  have  each 
sound,  as  identified  and  noted  in  the  mind,  carefully 
numbered.  Where  the  sound  is  found  again  reference 
is  had  back  to  the  place  where  it  was  first  found. 

NOTE. — The  teacher  should  see  that  the  Table  of  Sounds  is 
thoroughly  mastered,  asking  the  student  to  give  the  sound  of  a 
in  the  word  ale,  the  sound  of  a  in  the  word  at,  etc.,  on  through  the 
table.  (The  students  should  make  these  sounds  the  best  they  can  ) 

THE,  TABLE  OF  SOUNDS. 


LETTERS. 

THBIR    SOUNDS. 

MARKED. 

NUMBER  OP 
SOUNDS. 

I 
2 

3 

4 

6 

I 
9 

to 

II 

12 

13 

14 

11 

See  At 
See  A  5 

\l 
19 

20 
SI 
22 

AM   

t. 
2. 

3- 
4 

I: 

7- 
I. 
i. 

2. 

3- 
4- 

X. 

2. 

I. 
2. 

3- 
4- 

5- 
t. 

2. 
I. 
2. 

3- 

The  sound  of  a  in  the  wore 
«         «           <         <> 

»•                 I'                      €                II 

ale   

Z 
& 

a 
a 

a 
5 
a 

b 
s 
k 

2 

sb 
d 
t 
e 
& 
a 

a 

e 

f 

V 

9 
k 

B  

at  

tar   

ball  

fare  

what  

rob  

C  

D.«  
E  

.. 

cat  

"        "    e     • 
•         "     e     ' 
•         "    f     '        " 
'         "    f     '         " 

'      "   g    '      " 

:   :;  §  ;   :. 

hissed  

F  

there  

herb  

leaf.  

G  

of  

rag  

THE  TABLE  OF  SOUNDS. 

TABLE  OF  SOUNDS.—  Concluded. 

fcfiTTBRS. 

?.::::=. 

THEIR  SOUNDS. 

MARKED. 

NUMBER  OP 
SOUNDS. 

.  The  sound  of  h  in  the  word  hat  

h 
f 
I 

€ 

e 
j 

I 
1 
m 
n 
ng 
5 
6 
o 
o 
u 
a 

i' 

p 

r 

s 
z 
sh 
zh 
t 
sh 

a 

I 

e 
P. 

q 

V 

w 

z 

y 

T 

e 
z 
zh 
'       ch 
sh 
k 
tH 
th 
T 

23 

Diphthong 
24 
See  Ex 

See  £5 
SeeGa 
25 
SeeCa 
26 
27 
28 

29 
3° 
See  A  6 

3' 
32 

See  A  4 
See  la 
34 

35 
See  Ct 
SeeCs 
SeeC4 
SeeG3 
SeeD2 
SceC4 
Diphthong 
SeeOs 
SeeES 
See  03 
See  O4 
See  Fa 
36 
SeeCj 
Seejf 
Diphthong 
See  I  2 

See  ES 
SeeC3 
See  63 
37 
beeC4 
See  C  a 
38 

See3D  a 

"        "     i     "         "     pine  . 

J...  
K.... 

"         "     [     "         "     pin  

"         "     i     "          "      machine  

"         "     i     "         "     virgin  

"         "     k    "         "     king........ 

PEE 

"         "     1     "         "     Jove  

N.«  

.         "         "     n   "         "     name  

'*          '     n   "           '      linger  

p  

.         "         "     o    "         "     not  

3.         "         "     o    "         "     move  

5.         "        •"     o    "          "     other  

Represents  no  elementary  sound. 
i.  The  sound  of  r  in  the  word  roar  1 
2.                     '     r    "           '     our    J  " 



IT™! 

S..-  

3.          "           '     s    "           '      dimension  

T  

u  

2.         "         "     t    "          '     negotiatinn  

v 

w  

i.          "         "     w  "         "      well  

X...  
Y  

z  

i.         "         "     z     '             '      zone  , 

CH.    . 

2.          "         "     th     '          "      thy  

Dividing  the  sounds  of  the  table  into  the  time- 
honored  division  of  vowels  and  consonants,  we  have: 
Vowel  sounds  :  a,  a,  a,  a,  a,  \>,  a,  e,  e,  e,  I,  o,  o,  o,  u. 
Consonant  sounds  :   b,  s,  k,  z,  sh,  d,  t,  f,  v,  g,  j,  zh,  h, 
z,  1,  m,  n,  ng,  p,  r,  w,  ch,  th,  th. 
(48) 

THE  SHORTHAND  REPORTER.  49 

The  Diphthongal  Sounds. 

In  addition  to  the  thirty-nine  elementary  sounds,  we 
have  seen  that  there  are  four  compound  sounds,  the  com- 
posing elements  of  which,  when  coming  together  in  the 
same  syllable,  are  so  closely  united  as  to  form  sounds 
essentially  elementary  in  their  nature.  These  are  called 
diphthongs,  and  are  as  follows : 

TABLE  OF  DIPHTHONGS. 

I.  The  sound  of  i  in  the  word  pine,  composed  of  the 
sounds  a  and  e,  marked  I. 

II.  The  sounds  of  oi  in  the  word  oil,  composed  of  the 
sounds  a  and  I,  marked  oi. 

III.  The  sound  of  ow  in  the  word  owl,  composed  of  the 
sounds  a  and  o,  marked  ow. 

IV.  The  sound  of  u  in  the  word  tube,  composed  of  the 
sounds  e  and  o,  marked  Q. 

Q.  Do  the  letters  c,  x,  and  q  represent  any  sound  pe- 
culiarly their  own  in  English  ? 

A.  They  do  not.  C  is  equivalent  to  s  and  e.  It  repre- 
sents k  in  such  words  as  cat,  and  in  phonography  we 
use  k  instead  of  c.  As,  kut,  kat,  kum  (come),  korn 
(comb),  etc.  In  the  word  cede  it  represents  "s,"  in  the 
word  discern  it  represents  "z",  in  the  word  ocean  it 
represents  "sh."  In  none  of  these  cases  do  we  use  c — 
we  use  the  letters  k,  s,  z,  and  sh  as  just  indicated.  X 
is  equivalent  to  e-k-s.  In  phonography  for  words  be- 
ginning with  the  syllable  eks,  as  "extract,"  we  use  the 
signs  for  e,  k,  and  s: Q.  It  is  used  for  z  in  English. 

Q.  Are  the  letters  c,  x,  and  q  used  at  all  in  phonog- 
raphy ? 

A.  They  are  not. 

Q.  What  is  the  second  step  in  writing  phonograph- 
ically? 

A.  Selecting  and  distinguishing  the  consonants  and 
vowels  and  diphthongs. 
4 


50  THE  SHORTHAND  REPORTER. 


EXERCISE. 


Belt — consonants,  b  k. 
Tar  "  t  r. 

Bek  "          b  k. 


Bak — consonants,  b  k. 
Kit  "           k  t. 

Bat  "           b  t. 


19 
EXERCISE. 


Bek  .  .  vowels,  g. 

Tar  .  .         "a. 

Bek  .  .         "       e. 

Hi  .  .  diphthong  I. 


Bak  .     .     .  vowels,  a. 

Kit  ...  "       I. 

Bat  ...  "       a. 

Boil  "       oi. 


Q.  What  is  the  third  step  in  writing  phonograph- 
ically? 

A.  To  write  the  consonants  in  phonographic  charac- 
ters without  lifting  the  pen.  This  is  called  making  the 
consonant  outline. 

EXERCISR 

Bek — consonants,  b  k ;  consonant  outline, ' 
Bak  "         bk;           "  " 

Tart  "          t  r;t         "  "          [/( 

Kit  "         k  t;           "  "        "H 

Bek  "         bk;-         "  ««        \_ 

Bat  "         b  t;          "  "        \ 

K  n        \| 


Bal  "         b  1;          " 

MAKING  THE  CONSONANT  OUTLINE. 

Q.  In  order  to  make  correctly  the  consonant  outline, 
what  is  absolutely  necessary  to  be  known? 

A.  The  proper  method  of  joining  consonants  together. 

Q.  How  are  the  consonants  joined  together? 

A.  The  consonant  letters  are  joined  to  each  other  in 
the  following  manner:  As  soon  as  the  first  letter  is  com- 
pleted, trace  the  second  letter  at  once,  without  lifting 
the  pen,  just  as  if  no  letter  preceded  or  is  to  follow  it. 
When  the  second  letter  is  finished,  trace  the  third,  and 


THE  SHORTHAND  REPORTER.  51 

so  on  until  the  desired  combination  is  completed.  Make 
each  letter  in  its  proper  direction.  If  its  direction  is 
upward,  as  is  the  case  with  Ray,  make  it  upward;  if 
downward,  as  is  the  case  with  T,  make  it  downward;  if 
from  left  to  right,  as  is  the  case  with  K,  strike  it  to  the 
right.  Between  the  letters  thus  joined  there  will  be  no 
other  angle  than  that  resulting  necessarily  from  the 
juncture  of  the  letters. 

Q.  Is  there  any  angle  between  p  and  n,  b  and  n,  I  and 
n,  and  th  (light  and  shaded)  and  n  ? 

A.  There  is  not. 

Q.  Is  there  an  angle  between  f-n,  v-n,  and  w-n? 

A.  There  is. 

EXAMPLE. 


..J 

Q.  When  two  straight  letters  are  made  in  the  same 
direction,  one  light  and  the  other  shaded,  is  the  shaded 
letter  joined  abruptly  or  gradually? 

A.  The  shade  is  made  gradually  between  them. 
EXERCISE  ILLUSTRATING  THE  JOINING  OF  CONSONANTS. 

L L\\\ &7^ 

I\.U.Vs 


\^/     .x_> ....  !TN«X~«J!>W * <L-f....x_x S*^ .../  fers-Jcix. 


L .2 


» 


S  AND  Z  CIRCLES. 

Q.  How  are  the  S  and  Z  circles  joined  to  the  other 
consonants  in  the  same  outline? 


52  THE  SHORTHAND  REPORTER. 

A.  The  S  and  Z  circles  are  joined  to  the  other  conso- 
nants in  the  following  manner:  A  half  circle  is  made  in 
such  a  position  as  to  form,  with  the  letter  to  which  it  is 
joined,  a  perfect  circle.  When  at  the  beginning  of  let- 
ters this  half-circle  is  first  made,  then  by  a  continuous 
motion  of  the  hand,  without  lifting  the  pen,  the  letter 
to  which  it  is  to  be  joined  is  traced,  closing  up  the  open 
part  of  the  circle.  At  the  end  of  the  letters,  the  half 
circle  is  made  after  the  letter  is  completed,  the  half 
circle  being  brought  around  so  as  to  make,  with  a  part 
of  the  letter,  the  desired  circle. 

The  following  example  will  show  the  mode  of  making 
the  circles: 

EXAMPLE. 

.A8 *J>...   ju v ,_,„....  u...... 

Sb.  Sz.  Sg.  Bs.  Xs.          Ts. 

Q.  Recite  the  general  rule  for  making  the  circles. 

A.  The  circles  are  made  on  the  right-hand  side  of  the 
straight  upright  letters;  on  the  upper  side  of  horizontal 
straight  letters;  on  the  concave  side  of  curve  letters; 
and  on  the  most  convenient  side  of  the  angle  wrhen  made 
between  two  letters. 

Where  there  is  no  angle  at  the  place  of  joining,  as 
between  K  and  K,  the  circle  is  made  in  its  proper  posi- 
tion on  the  first  letter.  (Exception:  Ray  being  written 
invariably  upward,  takes  the  circle  on  the  left  side;  as, 

<S,  Srs.) 

EXAMPLE. 


Ksk.  Psj.  Sns.  Ksp.  Msk.  Rsn. 

Q.  In  making  the  circles  between  letters  should  we  be 
careful  to  preserve  the  artistic  beauty  of  the  outlines? 
A.  We  should. 


THE  SHORTHAND  REPORTER.  53 

EXAMPLE. 

JO.  ..........  O    .........  O  ----  XA-X  .......  *CT>»-r., 

Chsn.  Jsn.  Lsn.        Fan.  Msn.  Fsk. 

EXERCISE  TO  BE  COPIED  AND  RECOPIED. 

...  .So...V>  .....  d  .....  d  .....  !o 


.0  .....  6... 


0  _  D.    Q__D  .. 


<5~b 


J- 


I .....\ o...\ a /    n 

Q.  How  are  W  and  Y  half-circle  letters  joined  to 
other  consonants  in  the  same  outline  ? 

A.  In  such  a  way  as  to  retain  always  the  proper  posi- 
tion of  their  openings.  W  may  open  either  to  the 
right  or  left,  and  Y  above  or  below. 

EXERCISE. 


)J 


,/  J 


NOTE.  —  Having  shown  the  proper  manner  of  making  the  con- 
sonant outlines  of  words,  we  next  present  a  page  of  practice  ex- 
ercises. Let  each  outline  be  made  and  remade  until  the  outline 
can  be  traced  quickly  and  with  artistic  beauty.  We  trust  that 
no  person  who  learns  the  art  thi-ough  this  book  will  write  slov- 
enly. After  sufficient  practice  on  the  joining  of  consonants, 
pass  to  the  next  step  in  writing  words  phonographically. 


54 


THE  SHORTHAND  REPORTER. 


PRACTICE  EXERCISE— JOINING  CONSONANTS. 

'.)/. 


THE  SHORTHAND  REPORTER.  55 

Q.  What  is  the  fourth  and  last  step  in  writing  words 
phonographically  ? 

A.  It  is  to  identify  and  place  the  vowels  in  their 
proper  positions  to  the  consonant  outline. 

Q.  What  do  you  mean  by  the  identification  of  the 
vowel  ? 

A.  We  mean  that  we  recognize  it  not  only  as  a  vowel, 
but  distinguish  what  vowel  it  is. 

Q.  In  the  word  met,  how  do  we  identify  the  vowel  e"  ? 

A.  We  do  not  identify  it  simply  as  a  vowel;  nor  do 
we  identify  it  as  the  English  vowel  e,  but  we  identify  it 
as  the  short  sound  e,  represented  in  the  phonographic 
alphabet  by  the  small  dot  in  the  second  position  to  a 
consonant  in  a  word  outline. 

Q.  How,  then,  is  each  vowel  indentified  \ 

A.  1.  By  the  diacritical  marks  above  or  below  the 
letter. 

2.  By  the  phonographic  letter  that  represents  it. 

3.  By  the  sound  itself  clearly  distinguishing  it  from 
all  others  in  the  mind. 

Q.  When  we  identify  the  vowel,  what  is  to  be  done 
with  it? 

A.  It  is  to  be  placed  in  its  proper  position  in  the  con- 
sonant outlines. 

Q.  What  is  the  first  rule  for  placing  vowels  and  diph- 
thongs in  outlines? 

A.  Rule  1:  If  a  vowel  or  diphthong  begin  a  word, 
that  vowel  must  be  placed  before  the  first  consonant  in 
the  word;  and  if  it  end  a  word,  it  is  to  be  placed  after 
the  last  consonant  in  the  word. 

EXAMPLE. 

.£* ,l_..,.k: Jf- -^ A.... 

Elbow.  Ask.        Ezra.        Away.        Elma.  Alum. 

Q.  What  is  called  before  and  what  after  a  phono- 
graphic letter  ? 


56  THE  SHORTHAND  REPORTER. 

A.  Before  a  horizontal  is  above  it,  and  before  an  up- 
right letter,  as  t,  d,  v,  1,  etc.,  to  the  left  of  it.     As, 

•\.r  r  _L_  xs  y 

A  lc],  eel,  owl,  oak,  aim.  ear,  each. 
EXERCISE. 

.,/  ......  2:  ......  V  .........  ^  .......  _  ........  _  .......  1 

Age.        Each.      Abe.  Oak.  Eke.  Ache.        Aid. 

After  a  horizontal  letter  is  below  it,  and  after  an  up- 
right letter  is  to  the  right  of  it,  as: 


Tea.  law.  rye,  by,  How,  cow,   no. 

Q.  How  are  the  vowels  placed  to  the  consonants  when 
they  come  between  two  consonants,  as  a  between  b  and 
k  in  the  word  bake  ? 

A.  Some  are  placed  to  one  of  the  consonants  and 
some  to  the  other. 

Q.  When  coming  between  two  consonants,  where  are 
the  first-  place  vowels  and  diphthongs  placed  ? 

A.  Always  after  the  first  one  of  the  consonants.     As, 

(TV  A  'V  p-  V-  =7 

Leaf,    chime,  niche,   tall,      boil.      mo&. 
EXERCISE. 

.........  L.  .........  5  .........  V. 


Beak.  Ball.         Bought.      Time.  Pot.  Pill. 

Q.  Where  are  the  third-place  vowels  and  diphthongs 
placed? 
A.  Before  the  second  one  of   the  consonants.     As, 


Balm,     cowl,       rack,     pool,     pure.     look. 


THE  SHORTHAND  REPORTER.  57 

EXERCISE. 

I  I  .  •     •"» 

Jack.  Pull.  Took.  Couch.          Cube. 

Q.  How  are  the  second-place  vowels  placed? 
A.  The  long  vowels  are  placed  after  the  first  conso- 
nant and  the  short  ones  before  the  second  consonant.  As, 

Takfy    foam,     lame,   roam,    beg,    mum,    gem. 

Q.  Which  are  the  long  second-place  vowels? 

A.  a,  o,  e. 

Q.  Where  did  I  understand  you  to  say  these  were  to 
be  placed? 

A.  After  the  first  consonant.  E  may  be  written  be- 
fore the  second  consonant  if  desired  or  more  convenient. 

EXERCISE. 

Shame.      Yoke.      Foam.      Fame.        Name.      Mame. 

Q.  Which  are  the  second-place  short  vowels? 

A.  e  and  u. 

Q.  Where  did  I  understand  you  to  say  these  were  to 
be  placed? 

A.  Before  the  second  one  of  the  consonants. 

EXERCISE. 

- * *- ^ ^ * 

Beck.        Cheek.       Duck.          Buck.         Bet.        Cut. 

Q.  In  applying  these  rules,  does  it  matter  in  what  po- 
sition the  second  letter  may  be  written? 

A.  Not  at  all.  Sometimes  it  is  below  the  line,  as  in 
boot,  bet,  bat;  and  sometimes  above  the  line,  as  in  lamp. 
EXERCISE. 


-i ) ^ •> ^ 

Boots.         Bet.  Catch.        Bat.        Bush.     Lamp. 


58  THE  SHORTHAND  REPORTER. 

Q.  In  all  such  cases  are  the  vowels  placed  before  the 
second  consonant  just  the  same  way  as  if  they  appeared 
side  by  side  on  the  line  ? 

A.  They  are. 

Q.  Is  there  any  reason  for  these  rules  ? 

A.  There  is.  In  the  first  place,  it  enables  us  to  dis- 
tinguish the  vowels  by  the  position  they  occupy  at  a 
glance,  without  regard  to  their  size;  secondly,  it  pre- 
vents a  conflict  in  the  angles  of  words.  As  an  illustra- 
tion: If  the  student  will  write  the  consonant  outline  tk, 

I ,  and  make  a  first-place  light  vowel  before  K;  as,  L_ 

and  then  to  the  same  outline  make  a  third-place  light 
vowel  after  T,  as  |.  ,  it  will  be  seen  at  a  glance  that 
the  two  conflict  in  such  a  manner  as  to  render  it  impos- 
sible to  tell  whether  the  vowel  is  i  or  a.  The  rule  sep- 
arates them,  placing  i  after  the  first  consonant  and  a  be- 
fore the  second. 

Q.  Suppose  the  second  letter  is  an  s  circle,  where  are 
all  the  consonants  placed,  and  why? 

A.  They  are  all  placed  to  the  first  consonant  because 
the  s  circle  is  so  small  that  they  cannot  be  placed  to  it. 
As,  task,  J^_ ,  tusk,  j^_  . 

Q.  In  the  table  following,  as  I  pronounce  the  word 
you  will  give  the  sounds  and  the  consonants,  and  make 
the  consonant  outline,  give  the  vowel  and  write  the 
vowel  sign,  and  then  the  word  complete  in  phonography. 
This  may  be  done  on  a  blackboard,  slate,  on  paper,  or 
notebook. 

NOTE. — After  this  is  done  let  the  teacher  call  out  the  word 
again  and  let  the  student  write  only  the  complete  word  in  pho- 
nography. It  must  be  born  in  mind  that  this  minute  explana- 
tion of  word-building  is  only  to  lay  bare  the  process  to  the  mind. 
It  is  not  that  the  student  shall  put  upon  paper  the  various  steps. 
The  mental  process  is  as  quick  as  the  word  is  spoken. 


THE  SHORTHAND  REPORTER.                              59 

Jftrrf,. 

Snunds. 

Consonants 

Outlines. 

Vowels.  Vowel  Siyn* 

Phom-g  'pAy. 

v 

6 

. 

, 

Beak 

bek 

bk 

\_ 

v_ 

Bake 

bSk 

bk 

v_ 

I 

i 

Tar 

tar 

tr 

Ix 

ft 

[j 

Kit 

kit 

kt 

n 

I 

• 

n 

Beck 

bSk 

bk 

v_ 

8 

• 

v^ 

Bat 

bat 

bt 

\ 

1 

. 

\ 

Back 

bSk 

bk 

Vl 

a 

\.l  . 

Ball 

bal 

bl 

V 

a 

<^ 

Boll 

bOl 

bl 

V 

0 

- 

V 

Move 

mov 

mv 

"V 

0 

'^\^ 

Pot 
Cut 
Book 

pot 
kttt 

bok 

pt 
kt 
bk 

q 

B 

& 

0 

- 

V 

Her 

Fare 
Shake 

her 

far 
shak 

hr 

ft 

shk 

si 

& 
& 
s 

i 

A 

Cheek 

chek 

chk 

s   , 

ZL 

8 

/ 

Check 

click 

chk 

— 

/  • 

& 

Make 

male 

rale 

^~^  — 

^^  — 

Snake 

snak 

snk 

*^>  — 

B 

• 

o_^__ 

1 

0 

— 

•  L 

Dough 
Task 

task 

d 
t,sk 

1 

i- 

a 

niPTTT 

TTHW   a 

I 

LslrljLL 

tiUri    o. 
V 

- 

High 

hi 

h 

N 

i 

\ 

V 

"  • 

My 

ml 

ra 

<"N 

i 

^-^ 

Oil 

oil 

1 

r 

oi 

1 

//- 

Cow 

kow 

k 

__ 

ow 

1 

_ 

Nude 

nftil 

nd 

*""! 

n 

rt 

^1 

Height 

hit 

ht 

4 

t 

V 

.^  

-, 

V 

^. 

Light         lit 

It 

t 

' 

60  THE  SHORTHAND  REPORTER. 

EULES  FOR  READING  PHONOGRAPHIC 
WORDS. 

Q.  Where  do  you  begin  to  read  a  phonographic  out- 
line? 

A.  At  the  point  where  the  word  was  commenced. 

Q.  What  is  read  first? 

A.  The  vowel,  if  any,  before  the  consonant,  is  read 
first,  unless  the  first  consonant  is  an  s  or  z  circle,  or  a 
w  and  y  half-circle  letter.  It  must  be  remembered  that 
the  s  or  z  circle  and  the  w  and  y  half -circles  at  the  be- 
ginning of  an  outline  are  always  read  first,  whether 
there  is  a  vowel  before  the  combined  stem  or  not.  As, 
yawn  ^O  ,  ode  -j  ,  wit  •ci  ,  save  .^ 

Q.  If  there  is  a  vowel  after  the  last  consonant,  when 
is  the  vowel  read  ? 

A.  It  is  read  last,  unless  there  is  an  s  or  z  circle  at  the 
end  of  the  last  consonant.  The  s  or  z  circle  at  the  end 
of  a  consonant  outline  is  always  read  last.  As  cutlass, 

v~  ,  abase    ^*>   ,  gory    —^f 

Q.  Suppose  it  is  desired  that  a  vowel  should  be  read 
before  s  or  z,  w  or  y  at  the  beginning  of  a  word,  or 
after  an  s  or  z  at  the  end  of  the  word,  what  course  is  to 
be  pursued  ? 

A.  The  stroke  letters  must  be  used  instead  of  the 
small  letters  for  s,  z,  w,  and  y.  As  assail,  y~  policy, 

VI 

Q.  If  two  or  more  vowels  or  diphthongs,  or  vowel  and 
diphthong,  come  between,  before,  or  after  a  consonant 
letter,  which  one  of  them  is  read  first  ? 

A.  They  are  read  as  they  are  reached  in  connection 
with  the  consonant  to  which  they  are  placed.  If  two 
are  found  to  the  same  stem,  the  most  distant  one  is  read 
first;  if  before  a  letter,  or  if  after  a  letter,  then  the  most 
distant  is  read  last. 


THE  SHORTHAND  REPORTER.  61 

Q.  If  two  or  more  vowels  or  diphthongs  are  placed  to 
the  same  consonant,  which  is  read  first? 

A.  They  are  read  as  you  reach  them  in  the  general 
direction  in  which  the  word  is  written.  Take  for  ex- 
ample the  word  iota,  the  "i"  comes  first,  then  the 
o,  then  the  t,  and  then  a.  The  vowel  to  the  left  is  read 

first.     As  iota,  v. 
• 
Q.  Are  there  any  signs  for  these  two  or  three  vowel 

sounds  appearing  so  closely  together  in  the  outlines  of 
words  ? 

A.  There  are,  and  others  may  be  made  in  like  man- 
ner by  the  student  if  desired. 

Q.  Will  you  state  the  general  rules  for  their  forma- 
tion? 

A.  (1)  To  any  dash  sign  i,  e,  a  may  be  added  by  join- 
ing another  dash  of  same  length  to  it  at  an  acute  angle. 
As,  >  o  i.  (2)  To  a  dot  vowel  sign  a  dash  vowel  may 
be  added  by  using  a  caretlike  sign  pointing  inward,  as 
<  a,  i.  Place  it  in  the  position  of  the  leading  one  of  the 
vowel  sounds.  On  horizontal  letters  the  signs  will  be 
parallel,  and  not  at  right  angles;  in  other  positions  they 
are  made  at  right  angles.  (3)  An  additional  vowel 
sound  may  be  added  to  the  diphthongs  i  and  ow  by  us- 
ing two  small  dashes  at  right  angles,  and  to  u  by  a  dash 
off  from  the  end  of  the  sign. 

Q.  Give  a  table  of  the  most  useful  of  these  double 
and  treble  sounds. 

i<       e-I.  The  light  sounds  H,  g-I,  a-I  are  the  same, 

K        a-I.  only  made  light;  which  is  the  same  rule 

!<    e-a  or  I-a.     governing  the  Iformation  of  the  different 
vowel  series. 

!>    a-i.        The  light  sounds  6-1,   ti-I,   o-I  are  the  same 
|*    6-1.     only  made  light. 

**    ?l 

L    1-6  or  i-6. 

ow-8 


62  THE  SHORTHAND  REPORTER. 


EXERCISE. 


I 


Being.        Clayey.     Snowy.      Iowa.      Idea.          Ohio,     Showy. 

•*•  ua,  ua,  ue,  etc.,  is  always  written  in  the  place  of 
the  second  vowel. 

Q.  If  this  scheme  for  double  vowels  is  not  understood, 
can  the  vowels  be  placed  in  the  usual  way,  one  or  more 
to  each  stem  ? 

A.  They  can.  There  is  but  little  use  for  the  table 
except  in  words  ending  in  the  special  terminations  il- 
lustrated by  signs  above. 

FIRST  PLATE:  Pot,  paid,  peep,  bake,  beet,  bought,  bat,  bate, 
bet,  take,  attack,  time,  tide,  dime,  ditch,  delay,  doubt,  chick, 
check,  chalk,  chip,  jug,  Jim,  jem,  joke,  jack,  Jennie,  kick,  keg, 
catch,  get,  gate,  good,  dam,  dip,  poke,  boll,  tome,  thick,  thin,  them, 
the,  they,  tape,  tame,  seek,  soak,  skates,  cause,  scheme,  skim, 
stay,  such,  seed,  soda,  sake,  seem,  same,  psalms,  peace,  base,  baste, 
taste,  yoke,  lip,  elm,  lamp,  latch,  cap,  ran,  ring,  wrung,  shame, 
sheep,  shape,  vote,  sway,  many,  noon,  none,  name,  ink,  bank, 
mole,  chunk,  fame,  foam,  fame,  vat,  wit,  wet,  witch,  robe, 
stamp,  stump,  imp,  simply,  hack,  bask,  task,  tusk,  dusty,  sale, 
musk,  Sallie,  bake,  bell,  race,  be,  sad,  sore,  kneel,  not,  marry, 
money,  boots,  cooks,  rocky,  mummy,  muddy,  look,  pool,  duck, 
deck,  dick,  cob,  nib,  pill,  cut,  days,  dice,  bees,  bows,  daisies, 
coal,  goal,  school,  fees,  maim,  mill,  melt,  mail,  oak,  came,  come, 
stick. 

SECOND  PLATE:  Beam,  fake,  fed,  melt,  book,  ball,  leaf,  stick, 
duty,  beauty,  pure,  cube,  mule,  less,  sob,  soap,  slow,  reap,  cage, 
robe,  rap,  snap,  couch,  gale,  rush,  make,  foam,  pod,  name,  bake, 
monthly,  mellow,  belong,  Guinea,  tube,  business,  bees,  music, 
unseen,  knee,  six,  sought,  elbow,  succeed,  rage,  boll,  young,  new, 
seat,  sack,  soul,  snake,  admonish,  cab,  team,  fife,  maim,  money, 
among,  none,  Garey,  pages,  nothing,  space,  opposite,  theory, 
agony,  bell,  robe,  mole,  beg,  lame,  moth,  leaf,  chime,  niche,  toll, 
pale,  take,  rack,  pool,  know,  mum,  balm,  tea,  rye,  law,  alum, 
look,  dome,  mail,  raid,  speak,  dogs,  Jennie,  merry,  we,  write, 
James,  rink,  gum,  foal,  these,  pall,  link. 


THE  SHORTHAND  REPORTER. 


63 


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THE  SHORTHAND  REPORTER. 


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^ 


J~. 


*T:.;.,IC..:V:.. 


THE  SHORTHAND  REPORTER.  65 

A  REVIEW  ON  THE  POSITION  OF  OUTLINES. 

Q.  In  what  three  positions  may  the  outlines  of  words 
be  written  in  phonography? 

A.  In  the  first  position,  which  is  above  the  ordinary 
ruled  line  on  which  we  write  longhand,  as  -  ~  .  In 
the  second  position,  which  is  on  the  ruled  line;  as 

I .  In  the  third  position,  which  is  below 

the  ruled  line  for  horizontal  letters,  and  through  the  line 
for  the  upright  or  sloping  letters,  as  ^^.-|-  . 

Q.  Is  there  an  exception  to  this  rule  ? 

A.  There  is.  In  the  second  position  if  the  first  con- 
sonant is  a  horizontal  letter,  as  k,  g,  m,  n,  and  ng;  and 
the  second  consonant  is  a  sloping  or  a  horizontal  letter, 
the  horizontal  letter  is  written  above  the  line,  and  the 
second  letter  is  brought  down  to  the  line.  This  is  done 
to  prevent  a  conflict  between  such  words  and  outlines  as 
are  written  in  the  second  and  the  third  position.  If  the 
second  consonant  letter  is  made  upward,  the  rule  does 
not  apply. 

Q.  Give  an  example  illustrating  this  rule. 


Mary.         Gape.       Gauge.     Rogue.      Cap.       Cup.        Coop. 

Q.  How  do  we  determine  the  place  or  position  of 
word  outlines? 

A.  If  the  accented,  or  principal  vowel  in  a  word  is  a 
first-place  vowel,  the  outline  belongs  to  the  first  posi- 
tion; if  a  second-place  vowel  or  diphthong,  it  belongs 
to  the  second  position;  and  if  a  third-place  vowel  or 
diphthong,  it  belongs  to  the  third  position. 

Q.  Will  you  draw  a  diagram  showing  the  first-place 
vowels  and  where  they  are  written,  illustrating  with  a 
word  in  which  the  vowel  named  appears  ? 
5 


66  THE  SHORTHAND  REPORTER. 

DIAGRAM  OF  THE  VOWEL  POSITION. 
f'irtt  Place,  ABOVE  THE  LINE. 

e         aw          i          a 
1        1          !         1 

vie  all  tit  on 

Q.  Draw  a  diagram  showing  in  like  manner  the  sec- 
ond-place vowels. 

Second  Place,  ON  THE  LINE. 

a  o  t  »       « 


a  bow         bent  up        h6rb. 

Q.  Draw  a  diagram  showing  in  like  manner  the  third- 
place  vowels. 

Third  Place,  THROUGH,  OR  BELOW  THE  LINK 
ah  00  a  50         a 

.!  j  .!          J         i: 

Ma          Lou          and        Cook.        tzsQ. 

Q.  Draw  a  diagram  showing  in  like  manner  the  diph- 
thongs. 

1st  p).      1st  pi.     3rd  pi.     3rd  pi. 


.i ke       oil       owl      f  u 

Q.  Repeat  what  vowels  and  diphthongs  belong  to  each 
position,  and  illustrate  how  they  are  to  be  written  as 
related  to  the  line. 

6,    |  (€,-!»  a,  6, 1  oi) 

«• *  •r=r-m    """HI'  *      (a,  6,  e,  e,  u,  ) 

Q.  Are  these  rules  strictly  adhered  to  in  writing 
phonography  ? 

A.  The  common  words  of  the  language  for  which 
there  are  what  we  call  word  signs  are  generally  written 
in  position.  These  comprise  several  hundred  words. 
Other  words  appear  either  in  their  positions  or  are 


THE  SHORTHAND  REPORTER.  67 

written  in  the  second  position- — that  is,  on  the  line. 
The  student  would  do  well  to  write  all  words  in  position 
at  this  stage  of  his  work;  then  afterwards  write  as  near 
the  rule  as  he  can  without  giving  any  thought  to  the 
matter.  The  author  has  written  his  court  reports  for 
many  years  on  unruled  paper,  the  eye  guiding  him 
along  an  imaginary  line,  and  the  words  being  written 
in  position  as  far  as  is  desirable.  This  course  is  not  rec- 
ommended, except  to  an  experienced  reporter. 

Q.  What  is  the  object  of  writing  words  in  these  po- 
sitions ? 

A.  It  is  to  save  as  far  as  possible  the  necessity  of  vo- 
calizing the  outlines.  The  vowels  are  implied  by  the 
position.  "Where  the  outline  of  a  word  is  readily  rec- 
ognized without  having  regard  to  the  vowel  part  of  it, 
it  may  generally  appear  in  the  second  position. 

Copy  and  recopy  the  following  exercise  illustrating 
position: 

A  PRACTICE  EXERCISE. 


KEY. — Peak,  peck,  pack,  beak,  wit,  wet,  wide,  wade,  wood, 
week,  wake,  meek,  make,  knock,  bake,  back,  tick,  take,  tack, 
wag,  witch,  pig,  peg,  cab,  cash,  five,  came,  Dick,  deck,  check, 
Jake,  kick,  big,  beg,  bag,  catch,  king,  gap,  gash,  game. 

NOTE. — This  practice  exercise  should  be  copied  and  recopied 
many  times,  and  the  reason  given  for  placing  the  word  in  the 
position  it  occupies. 

RULES  FOR  WRITING  S,  Z,  W,  Y,  R,  L,  AND  SH. 

Q.  Are  the  letters  s,  z,  w,  y,  and  r  represented  by  one 
or  more  than  one  letter  in  the  phonographic  alphabet? 


68  THE  SHORTHAND  REPORTER. 

A.  They  are  each  represented  by  two  or  more  char- 
acters; but,  as  heretofore  stated,  these  are  used  in  dif- 
ferent positions  and  under  different  circumstances,  and 
therefore  amount  virtually  to  a  single  letter  for  each  of 
those  sounds. 

Q.  In  what  position  do  we  use  the  stroke  characters 
for  s  and  z,  and  in  what  position  the  small  circles? 

A.  The  strokes  s  and  z,  )  ),  will  be  used  in  the  follow- 
ing positions: 

I.  Where  s  or  z  is  the  only  consonant  in  the  word,  as 

see,  J 

II.  Where  the  word  begins  with  a  vowel,  and  is  im- 
mediately followed  by  s  or  z,  as  Ezra,  \^-» 

HI.  Where  the  word  ends  with  a  vowel  sound  and  is 
immediately  preceded  by  s  or  z,  as  lassie,  fj 

IV.  Where  two  vowels  come  between  the  s  or  z  and 
the  next  succeeding  consonant,  as  science,  T 

In  all  other  positions  the  s  and  z  circles  {°  °  }  are  used, 
as  seat,  f 

Q.  Give  an  example  illustrating  these  various  princi- 
ples. 


Aspire.     Essence.     Lazy-      Zenith.      Assume.      Sky.      Escape. 

Q.  In  what  position  do  we  use  the  stroke  character 
for  w,  and  in  what  position  the  small  half -circle  charac- 
ter? 

A.  The  stroke  w  _J  is  generally  used: 

1.  When  w  is  the  only  consonant  in  the  word,  as 
away,  jH 


THE  SHORTHAND  REPORTER.  69 

II.  When  w  is  the  first  consonant  in  the  word,  pre- 
ceded by  a  vowel,  as  awake,  j 

III.  In  forming  outlines  where  the  half  -circle  letters 
cannot  be  conveniently  made,  as  when  w  is  preceded  or 
followed  by  s  or  z,  as  ways,      \ 

IV.  In  all  other  positions  the  half  circles  are  used,  if 
they  can  be  conveniently  made,  as  wet,  .1 

Q.  Give  an  example  illustrating  these  principles. 

' 


Wake.      Wit.    Wet.      Witch.    Away.    Wage.  Wave. 

Q.  In  what  positions  do  we  use  the  stroke  character 
for  y,  and  in  what  position  the  small  half  -circle  charac- 
ters? 

A.    The  stroke  y  is  used: 

I.  When  y  is  the  only  consonant  in  the  word,  except 
for  the  words  ye  and  you  which  may  be  represented 
either  by  the  stroke  or  half  circles,  as  yea,  *c 

J3.  When  y  is  the  first  consonant  in  the  word  and  is 
preceded  by  a  vowel  or  diphthong,  as  oyer,  y^- 

III.  In  word  outlines  where  the  half  circles  cannot  be 
conveniently  joined  to  the  preceding  or  following  letter, 
as  yes,  g- 

Q.  Give  an  example  illustrating  these  principles. 

...^  ......  \  ....1  .......  C  .........  ^.  ..........  .^.....-o,...  ..:*... 

Yoke.     Yeats.   Yacht.    Yea.  Yellow.     Yawn.    Young.     Yore. 

Q.  In  what  position  do  we  use  the  downward  curve 
character  for  r,  and  in  what  position  the  upward-made 
straight  character  (ray)  ? 

A.  Where  the  word  begins  with  a  vowel  and  is  im- 
mediately followed  by  r  we  use  the  downward  or  curve 


70  THE  SHORTHAND  REPORTER. 

letter  r.  It  is  also  generally  used  when  m  immediately 
follows  it,  and  in  any  position  where  an  upward  r  can- 
not be  made  conveniently.  In  all  other  positions  use 

ray.     As  right,  *   I  room,  "^-^ 

Q.  Give  an  example  illustrating  these  principles. 

...->.  ..*&.  ......  -*^<S  .....  Z\  .....  ^  ......  ^:..?> 

U^*  .V^s 

Room.      Rage.         Robe.         Rap.      Arm.     Read.     Era.     Ore. 

Q.  As  1  may  be  made  up  or  down,  state  when  it 
should  be  made  up,  and  when  down. 

A.  L,  when  alone,  and  when  it  is  the  only  consonant 
in  the  word,  is  written  upward.  As  lay,  /*""  \Vhen  it 

is  the  first  consonant  in  the  word,  preceded  by  a  vowel, 
it  is  generally  made  downward.  When  following,  and 
sometimes  when  it  precedes,  the  letters  n  and  ng  it  is 
made  downward,  as  in  elm  (example  below).  In  other 
positions  it  is  made  either  up  or  down,  as  is  most  con- 
venient. When  1  is  the  last  consonant  in  a  word,  and 
is  followed  by  a  final  vowel,  as  in  the  word  Polly,  "y^ 
it  should  be  made  upward. 

NOTE.  —  In  some  of  the  systems  of  shorthand  final  1  is  always 
made  downward  when  not  followed  by  a  vowel,  as  just  illus- 
trated. The  student  can  follow  this  plan  if  desired. 

Q.  Give  an  example  illustrating  these  principles. 


Lip.    Elm.      Lamp.     Elbow.      Lynch.      Loop.       Lame. 

Q.  As  sh  may  be  written  up  or  down,  state  when  it 
should  be  made  up  and  when  down. 

A.  Sh,  when  alone,  or  when  it  is  the  only  consonant 
in  a  word,  is  written  downward,  as  show,  J*  After 

f  and  v  it  is  written  upward,  as  fish,  \^J     In  other  po- 
sitions it  is  made  up  or  down,  as  is  most  convenient. 


THE  SHORTHAND  REPORTER. 


71 


Q.  Give  an  example  illustrating  this  principle? 


Shame. Sheep. Shape.  Fish.      Shake.     Rush.    Cash.      Bushes. 

EECAPITULATION. 

Q.  What  is  the  general  rule  as  to  the  use  of  the  s  and 
z  circles  and  half -circle  letters  for  w  and  y? 

A.  Always  use  the  circle  and  half-circle  letters  unless 
there  is  a  necessity  for  using  the  stroke  letters. 

Q.  When  is  there  a  necessity  for  using  the  stroke  let- 
ters? 

A.  1.  When  it  is  the  only  consonant  in  a  word.  There 
is  not  sufficient  space  on  the  small  letters  on  which  to 
indicate  the  vowel  positions.  2.  When  there  is  a  vowel 
at  the  beginning  or  end  of  a  word  we  use  the  stroke, 
because  of  the  rule  that  requires  the  circles  and  half- 
circles  always  to  be  read  first  at  the  beginning  and  last 
at  the  end  of  a  word. 

Q.  When  are  the  downward  1  and  r  to  be  used  ? 

A.  Generally  when  there  is  a  vowel  before  them  at 
the  beginning  of  a  word,  and  at  other  times  when  most 
convenient.  Final  1  may  be  made  downward  if  there  is 
no  vowel  after  it;  otherwise,  up.  As  elm,  '£Z^  nail,  "y 

PRACTICE  EXERCISE. 


J 


)' 


KEY  TO  EXERCISE:  See,  us,  ask,  Sunday,  saw,  soak,  soon, 
same,  Psalms,  sale,  suppose,  snow,  sales,  sad,  seem,  sore,  away, 
wit,  wet,  witch,  yoke,  yea,  yellow,  ore,  red,  rocky,  mellow, 
kneel,  she,  shame,  rush. 


72 


THE  SHORTHAND  REPORTER. 


*— -v --„-)- .  ^. .  ^  ^*-«xc A  . ..  „ 

./<_...  ^11 i....^......  A... 

~X      J 

3H ^ 


THE  SHORTHAND  REPORTER.  73 

KEY:  Couie,  home,  they,  go,  see,  aid,  lake,  pay,  niule,  fish,  bar, 
Joe,  checks,  ore,  in,  away,  book,  hall,  Mary,  she,  deck,  duck, 
pea,  name,  paw,  Jim,  Poe,  book,  ooze,  in,  house,  none,  James, 
may,  money,  Joe,  red,  kneel,  book,  shame,  came,  back,  home, 
Dora,  loves,  Katie,  read,  see,  foam,  sings,  Jennie,  comes,  cob, 
see,  us,  Sunday,  Mary,  muddy,  bat,  ray,  ready,  elbow,  below, 
fare,  hail,  day,  show,  know,  folks,  no,  rne,  nape,  at,  shape,  door, 
joke,  mellow,  decay,  it,  Jim,  one,  robe. 

A  REVIEW  LESSON  ON  THE  WORD  SIGNS. 

Q.  What  is  a  word  sign  ? 

A.  It  is  such  a  part  of  a  word  outline  as  will  enable 
one  to  readily  recall  the  word  it  is  selected  to  represent. 

Q.  What  words  are  principally  selected  to  be  repre- 
sented by  these  parts  of  outlines  ? 

A.  The  most  frequently  recurring  words  in  the  lan- 
guage. 

Q.  What  are  some  of  the  most  frequently  recurring 
words,  and  how  are  they  represented  ? 

A.  The  following  are  the  most  frequently  recurring 
words,  with  their  phonographic  word  signs,  found  in  an 
examination  of  a  large  variety  of  speeches,  debates,  and 
testimony: 

SIGNS  FOR  COMMON  WORDS. 
(To  be  memorized.) 


..  _______________  .....  V  ......  ..%  .......  <  .....  '  ......  „-... 

on,  the    a,  an,  and     all       of         to     too,  two  who  he     how 


).  .....  .( 


is  or  his    as  or  has    was       them        or       were     where    you, 
v  N  __  '  ^^f  your 

........  '-  u  .......................  ^  ......................  «~s  ........  ^ 

I  but         in,  any          no  thing     language     long 


•-,  .......................  .........  I  ....................    ......... 

that  ought  it        at  or  out         by         be  to  b 


THE  SHORTHAND  REPORTER. 


one          have           will  should     shall         which     much 

/  ^r  + 

see         say        me,  from  may          are           our             if 
-x                             f 


For       here,     her  did  do       had       we,    would  what 

hear  with 


SENTENCE-MAKING. 


J 

*- . 


KEY:  Jim,  came  to  his  home.  I  know  you  will  go  to  the  gate. 
She  is  a  widow.  You  shall  go  back  home.  I  know  that  Dora 
loves  Jennie.  Joe  was  at  the  door. 

NOTE. — This  chapter  closes  the  art  of  writing  words  phono- 
graphically,  and  the  student  should  be  able  to  write  any  word  in 
the  language  as  it  is  pronounced  or  spoken.  We  have  given  a 
fuller  exposition  of  the  sounds  of  the  language  than  is  contained 
in  any  other  system  of  shorthand;  we  have  had  the  letters  or 
characters  selected  to  represent  them  which  long  experience  has 
shown  to  be  the  best  ever  suggested;  and,  lastly,  the  process 
of  writing  words  with  these  characters  has  been  more  fully  ex- 
plained than  ever  attempted  before.  So  that  the  student  who 


THE  SHORTHAND  REPORTER.  75 

has  mastered  the  art  to  this  point  is  in  an  excellent  position  for 
the  advance  into  the  department  of  verbatim  reporting  which  is 
now  to  engage  our  attention.  In  this  new  department  rules  are 
to  be  given  by  which  the  forms  now  written  are  to  be  contracted 
or  represented  by  word  signs,  or  combined  into  phrases.  There 
are  only  nine  or  ten  of  these  principles  of  contraction,  and 
the  student  should  devote  not  longer  than  one  or  two  days  to 
the  mastery  of  each  of  these  principles,  but  when  completed  he 
should  review  the  principles  of  contraction  constantly  in  connec- 
tion with  the  exercises  of  practical  reporting  in  the  closing  part 
of  the  book. 


SECOND  DIVISION. 

THE  CONTRACTION  OF  FORMS. 

QUESTION.  What  does  the  instruction  already  given 
enable  the  student  to  do  ? 

ANSWER.  To  write  any  word  of  the  English  language 
in  a  shorter  and  more  simple  form  than  by  the  ordinary 
method  of  writing  the  language  in  longhand  writing. 

Q.  How  do  we  write  in  phonography  these  forms  of 
words  ? 

A.  We  simply  combine  the  letters  that  represent  the 
consonants,  vowels,  and  diphthongs  that  are  heard  in 
the  pronunciation  of  the  word  under  the  rules  given. 

Q.  Give  an  example. 

A.  Constantinople,   ' ^-f         Laugh,  /"\.  Ball,  <"-~ 

Q.  Are  these  forms  ^  short  enough  for 

verbatim  reporting? 

A.  Some  of  them  are  short  enough,  but  many  do  not 
come  up  to  the  demands  of  verbatim  reporting. 

Q.  What  must  be  done  with  these  forms  that  are  too 
long  for  verbatim  reporting  ? 

A.  They  must  be  contracted,  so  as  to  occupy  less 
space  and  be  more  quickly  made. 

Q.  To  what  is  the  second  division  of  this  book  de- 
voted ? 

A.  To  elucidation  of  the  nine  or  ten  methods  of  con- 
tracting the  phonographic  forms,  the  mastery  of  which 
gives  the  student  a  complete  knowledge  of  the  best 
method  of  verbatim  reporting. 

Q.  Name  the  methods  of  contracting  the  forms. 

A.  (1)  By  means  of  hooks  at  the  beginning  of  let- 
ters to  represent  other  letters  and  syllables. 

(2)  By  the  use  of  double  circles  to  represent  syllables, 
and  loops  to  represent  letters  and  syllables. 
(76) 


THE  SHORTHAND  REPORTER.  77 

(3)  By  halving  the  consonants  to  add  the  letters  t  or 
d.    This  principle  secures  the  representation  of  two  let- 
ters with  a  half  letter. 

(4)  By  doubling  the  curved  letters  to  add  certain  syl- 
lables.    By  this  method  we  add  to  the  length  of  a  letter 
to  imply  a  syllable  composed  of  several  letters. 

(5)  By  dispensing  with  the  vowels  and  diphthongs, 
except  in  rare  instances,  by  writing  the  outlines  in  cer- 
tain positions  to  imply  them. 

(6)  By  the  omission  of  a  certain  part  of  the  conso- 
nant outline  of  words. 

(7)  By  the  use  of  brief  signs  for  common  syllables. 

( 8 )  By  the  use  of  brief  signs  for  common  words. 

(9)  By  the  use  of  phrasing. 

Q.  By  the  use  of  these  several  principles  and  methods 
how  can  the  form  for  the  word  Constantinople  be  con- 
tracted ? 

A.  By  the  fifth  principle  the  vowels  are  dispensed 
with.  The  seventh  principle  gives  a  dot  for  the  sylla- 
ble con.  The  first  principle  adds  a  hook  for  n.  The 
third  principle  halves  the  first  "t"  in  the  word  to  add 
"t"  after  N  hook.  The  first  principle  adds  an  L  hook 
to  the  "p"  at  the  end  of  the  word  for  the  syllable  "pie" 
(pool),  giving  the  shortened  form. 


As  written  in  phonog- 


raphy: 


As  shortened  by  the  prin- 
ciples of  contraction: 


NOTE. — Let  the  student  go  rapidly  through  the  nine  principles 
of  contraction.  Each  principle  will  be  illustrated  as  reached. 
When  all  are  completed,  the  student  should  review  thoroughly 
the  second  division  of  this  book,  and  fix  in  mind,  as  a  collective 
group,  the  nine  principles  of  contraction,  so  that  he  can  repeat 
them,  as  above  given,  from  memory. 


78  THE  SHORTHAND  REPORTER. 

CONTRACTING  FORMS  BY  USE  OF  HOOKS. 

Q.  What  is  the  first  method  of  contracting  the  phono- 
graphic forms  for  the  purpose  of  verbatim  reporting? 

A.  By  means  of  hooks  at  the  beginning  and  end  of 
letters  to  represent  other  letters  and  syllables. 

Q.  What  are  the  hooks  made  at  the  beginning  of  a 
letter  called? 

A.  They  are  called  initial  hooks. 

Q.  What  are  the  hooks  at  the  end  of  letters  called? 

A.  They  are  called  final  hooks. 

Q.  How  many  initial,  and  how  many  final  hooks 
are  there? 

A.  Four  initial  and  seven  final  hooks. 

INITIAL  HOOKS. 

Q.  Where  are  the  initial  hooks  placed  ? 

A.  At  the  beginning  of  the  letters — that  is,  at  the 
point  where  they  are  commenced.  Ray  and  L  take  the 
hooks  at  the  lower  side,  or  point  next  to  the  line,  and 
Sh  at  either  end  of  the  letter;  as  it  may  be  made  up  or 
down.  The  horizontal  letters  take  the  initial  hooks  at 
their  extreme  left  point,  and  the  upright  or  sloping  let- 
ters at  the  top. 

Q.  What  are  the  first  two  initial  hooks? 

A.  Hooks  for  1  and  r. 

Q.  How  are  1  and  r  classed  in  the  Natural  Alphabet 
of  Sounds? 

A.  They  are  classed  as  liquids,  because  their  sounds 
readily  flow  into  other  consonant  sounds,  forming  al- 
most a  double  sound  that  can  be  pronounced  by  a  single 
impulse  of  the  voice. 

Q.  Give  an  example. 

A.  In  the  word  Blake  the  sound  Bl  at  the  begin- 
ning of  the  word  seems  to  be  almost  one  sound,  as 
Bl-a-k;  in  the  word  pray  the  sound  Pr  at  the  begin- 
ning of  that  word  seems  also  to  be  one  sound,  pr-a. 


THE  SHORTHAND  REPORTER.  79 

Q.  When  do  we  represent  1  and  r  by  a  hook  ? 

A.  Always  when  this  close  union  exists  with  anoth- 
er preceding  consonant.  As,  fl-ight  (flight),  pl-ea 
(plea),  pr-actice  (practice),  pr-6ng  (prong),  a-pl  (apple), 
e-vl  (evil),  o-vr  (over). 

Q.  How  are  the  L  and  R  hooks  made  ? 

A.  The  L  hook  is  made  on  the  S  circle  side  of  all  the 
letters — that  is,  on  the  right-hand  side  of  straight,  up- 
right, or  sloping  letters,  on  the  upper  side  of  the  hori- 
zontal letters,  and  also  on  the  inside  of  curve  letters. 
As,  PI  \  ,  Kl  c_  ,  FK 

The  R  hook  is  made  on  the  left,  or  opposite  side  from 
1,  of  all  straight  upright  letters,  on  the  under  side  of 
horizontal  letters,  and  also  on  the  inside  of  curved  let- 
ters. As  Pr  <\  ,  Kr  c ,  Mr  <r> 

Q.  Do  all  the  letters  take  the  L  and  R  hooks  ? 

A.  Zh  takes  neither  hook.  S,  z,  and  r  take  no  R 
hook.  H  takes  a  small  tick  in  lieu  of  the  R  hook  for 

Hr,  as  S^     All  the  other  letters  take  the  hooks. 

Q.  As  the  letters  h,  r,  s,  and  z  take  no  R  hook,  can 
their  stems  be  used  to  advantage  in  connection  with  the 
Rhook? 

A.  They  can.  H  with  a  small  hooK:  can  be  used  for 
fr,  and  r  with  a  small  hook  for  vr,  s  with  a  small  hook 
for  thr,  and  z  with  a  small  hook  for  THr.  Fr,  vr,  thr, 
and  THr  occur  so  frequently  in  writing  the  language 
that  it  is  difficult  to  distinguish  them  from  fl,  vl,  thl, 
TH1  by  any  other  device  or  arrangement  that  has  ever 
been  suggested. 

Q.  Will  you  give  an  example  illustrating  the  use  of 
the  stems  of  h,  r,  s,  and  z  with  the  R  hook  for  fr,  vr, 
thr,  and  THr  in  connection  with  the  L  hook  on  the 

same  letters  ? 


80  THE  SHORTHAND  REPORTER. 


EXAMPLE. 


Fly.     Fry.     Ethel.      Ether.    Author.     Frame.      Flame. 

Q.  If  L  and  R  hooks  are  made  on  the  same  side  of  the 
other  curved  letters,  how  are  they  distinguished  ? 

A.  On  the  other  letters,  except  f  ,  v,  th,  and  TH,  the 
L  hook  is  made  large  and  the  R  hook  very  small;  on 
f,  v,  th,  and  TH  the  hook  need  not  be  enlarged  for  1, 
as  they  are  distinguished  by  the  provision  last  men- 
tioned. 

Q.  Make  a  diagram  of  the  1  and  the  h  hooks. 


THE  L  AND  THE  H  HOOKS. 
<      Fr        °> 


PI         \  Pr        <L  pi 


\X  .  P  s 

Bl          \    Br  V_vi  ex    yr  c/Rl 

f    Tl                Tr  C  Thl  ~    Thr  °^ M1 

r  n  )  '  c- 

Dl           I     Dr  V    TH1  <\  TW  ^ '  N1 

/>                 ?  )  r                     } 

f    Chi        f     Chr  O    si  .    Shr  ^-s  Ngr     -^   Wr 

^_K1       c— Kr  J?shl  Rr  /°    Y1        S    Hr 

—  Gl        < — Gr  ^-L1  ^  °\    HI 

EXERCISE. 


THE  SHORTHAND  REPORTER.  81 


KEY  TO  EXERCISE:  Place,  Blow,  Flay,  Plea,  Play,  Plow,  Ankle, 
Uncle,  Cloth,  Table,  Tries,  Progress,  Pray,  Tray,  Maker,  Paper, 
Smoker,  Anchor,  Raker,  Pickle,  Able,  Blames,  Flaw,  Glee, 
Blake,  Bleak,  Noble,  Evil,  Fumer,  Clamor,  Grammar,  Trunk, 
Croker,  Meter,  Bray,  Trouble. 

SENTENCE-MAKING. 
(Introducing  Word  Signs.) 


' -* ~~~- 


KEY  TO  SENTENCES:  The  plug  was  in  its  place.  She  was  a 
queen.  Cut  the  black  stick.  The  cream  is  at  the  door.  I  know 
I  saw  the  owner.  Mary  sings  on  Sunday.  Were  you  to  claim 
one  of  them  for  Joe? 

Q.  What  is  the  third  initial  hook? 

A.  It  is  the  W  hook.  This  is  a  large  hook  on  the  left 
side  of  upright  straight  letters  and  on  the  upper  side  of 
horizontal  straight  letters.  It  indicates  that  w  fol- 


<\  Pw 


rv  made.     As  Pw. 

\  Bw 


1 
1 


Tw 
Dw 


lows  the  consonant  on  which  the  hook  is 


6 


This  hook  is  mostly  used  on  the  letters 
d,  t,  and  k,  as  in  the  words  dwell,  dwindle, 
dwarf,  'twas,  twattle,  tweed,  tweezers, 


82  THE  SHORTHAND  REPORTER. 


9 
o 

• 


Chw        twelve,  twenty,  twice,  twig,  twilight,  twill, 
jw          twin,  twinkle,  twirl,  twist.    Kw  represents 
the  sound  for  which  "Q"  is  used  in  the 
English  language.     As  queen  (kwen). 

EXERCISE. 


Dwell.      Twig.          Quick.  Quake.  Twice.      'Twill. 

Q.  What  is  the  fourth  initial  hook? 

A.  It  is  a  small  hook  made  in  connection  with  the  s 
circle,  at  the  beginning  of  a  word,  to  represent  in,  en,  on. 
It  is  made  so  as  to  throw  the  s  circle  on  the  r  hook  side 
of  the  straight  letters  to  include  an  r  in  the  outline,  as 
in  words  beginning  inspr,  insbr,  instr,  insrr,  etc.;  or 
the  hook  may  be  made  so  as  to  throw  the  s  circle  on  its 
proper  side,  when  to  make  the  outlines  without  the  ad- 
dition of  the  r.  As  insp,  ^  inspr.  °\ 


\    Nsb          *-    Nsv  S    _  \    Nsbr 


Issm 


w  Nsth         *N  '  Nstr 

Kst  a_^  Ksn 

T     Ssd  C      *™      ^  Ksng  T     Nsdr 

-  Nsw  Sschr 


Nsch 

Ss.       H«       N8y     /  Nsjr 

y  Nssh  <\     Nsh 

Nsk         -^  a  —  Nskr 

4  Nsl 
Nsg  d-T  Nsgr 

Q.  When  is  this  hook  most  valuable? 

A.  In  the  position  where  n  cannot  be  conveniently 
made  at  the  beginning  of  an  outline,  as  in  the  word  in- 
solvent. T^, 

EXERCISE. 


-  T      *          JU- 

"a-^"      ~^^  \ 

Insolvent.  Unscrew.  Unstrung.  Unseemly.  Inseparable.  Enslave. 


THE  SHORTHAND  REPORTER.  83 

THE  FINAL  HOOKS. 

Q.  What  is  the  position  of  the  final  hooks  ? 
A.  At  the  end  of  the  letters  —  that  is,  at  the  point 
where  the  letters  are  completed. 

Q.  What  is  the  first  final  hook,  and  how  is  it  made? 
A.  The  n  hook.     This  is  a  small  hook  made  at  the 

end  of  all  the  letters  to 

\>    Pn        (      Fn      "^     En     represent  an  added  n  to 

\    Bn        I     Vn      X*  rn      *ne  stem  on  which  it  is 

*~-^   TV/T       placed.    It  is  made  on  the 

Tn  /       thn         ^^     -"^n 

Vo  inside  or  concave  side  of 

J     Dn         £   Thn     ^  Nn      curved  letters,  on  the  left 

t/    Chn        N    Sn        ^  Ngn    s^e   °^  ^6  Slight  up- 

/  c^   ^rn    right  letters  (except  ray), 

Jn  Zn 


\   shn      «  Yn      tne    horizontal    straight 

^v  Hn     letters,   k  and  g.     Ray, 

"^   Zl111  which   is   made   upward 

x?   Ln  takes  the  n  hook  on  the 


right  side. 
EXERCISE. 


Pan.     Ben.     Run.  Men.     None.     Moon.     Man.     Ten.     Lone. 

Q.  What  is  the  second  final  hook? 

\        p  A.  The  f  and  v  hook.     This  is  also 

.  a    small    hook,    made   only   on   the 

\      Bf   or  bv  straight  letters.     It   is  made   oppo- 

L       Tf   or  tv  site    the    n   hook  —  that  is,    to    the 

Df         ,  right  of  all    straight  letters  except 

/  ray,   which  takes  this  hook  on  the 

&        Chf  or  chv  ief  ^  and  on   the  upper  side  of  the 

I       Jf    or  jv  horizontal  letters. 


84 


THE  SHORTHAND  REPORTER. 


/ 


Kf   or  kv 
Rf    or  rv 


NOTE.  —  Some  reporters  use  a  large  hook 
at  the  end  of  the  letter  th  to  represent  v  in 
phrasing.  This  -will  be  explained  when 
we  come  to  consider  phrasing. 

EXERCISE. 


Beef.        Above 


Buff.        Puff.        Pave.        Deaf. 


Chafe. 


Q.  What  is  the  third  final  hook  ? 

A.  It  is  the  shun  hook.  It  represents  all  the  sylla- 
bles in  the  English  language  pronounced  shun  or  zhun, 
such  as  tion,  sion,  cean,  etc.,  and  indicates  that  one  of 
these  syllables  follows  the  stem  to  which  the  hook  is 
placed.  This  is  a  large  hook  and  is  made  on  the  inside 
or  concave  side  of  the  curved  letters,  and  on  the  right 
side  of  the  straight  upright  letters,  except  ray,  which 
takes  the  hook  on  the  left  side,  and  on  the  upper  side  of 
the  horizonta  letters  k  and  g.  As: 


\> 

L 
I 

6 


P-shun 
B-shun 

T-shun 

D-shun 

Ch-shun 

J-shun 

K-shun 

G-shun 


G 
C 


F-shun 
V-shun 
Th-shun 
Th-shun 
^      S-shnn 
V      Z-shun 

Sh-shun 
^    Zh-shun 
L-shun 
O     R-shun 


R-shua 

M-shun 

N-shun 

Ng-shun 

W-shun 

Y-shun 

H-shun 


NOTE. — We  never  have  any  use  for  this  hook  on  th,  and  for 
this  reason  some  reporters  use  it  for  thv  in  phrasing.  (See  Phras- 
ing-) 


t 


THE  SHORTHAND  REPORTER,  85 

EXERCISE. 


Edition.  Auction,  Motion.  Nation.   Fashion,     Passion.    Action. 
SENTENCE-MAKING. 


S* 

<•• A- ^-^ v--- -^-  x 


T       -     )' 


I 


KEY;  Jim  ran  home  to  see  us.  Joe  was  one  of  the  chief  pa- 
per makers  of  the  nation,  I  know.  The  owner  was  there  twice. 
I  saw  the  motion  of  the  twig.  See  the  fish  at  the  auction. 

Q.  What  is  the  fourth  final  hook  ? 

A.  It  is  the  S-shun  hook,  the  hook  we  use  for  the 
syllables  pronounced  shun  or  zhun  when  s  immediately 
precedes.  It  is  used  on  all  the  letters.  This  hook  is 
made  by  continuing  the  line  which  forms  the  s  circle 
to  the  opposite  side  of  the  stem  letter.  It  indicates  that 
the  syllables  shun  or  zhun  follows  the  s  circle: 

p    Ps-shun  (        Ls-shun 

i*   Bs-shun  \s      Fs-shun  o»      Rs-shun 

*>    Ts-shun  v>     Vs-shun  /       Rs-shun 

I  r 

**     Ds-shun  C        Ths-shun  S~~^    Ms-shun 

/ 
"»      Chs-shun  (,      THs-shun  V_?    Ns-shun 

^     Js-shun  c)      Ss-shun  ^—^    Ngs-shun 


86  THE  SHORTHAND  REPORTER. 

e  Ks-shun  ^      Zs-shun  J      Ws-shun 

f,  r>      v,  /  C       Ys-shun 

— «Gs-shun  ^      Shs-shun 

"^      Hs-shun 

Q.  What  is  the  fifth  final  hook? 

A.  It  is  the  n-shun  hook,  made  only  on  the  straight 
\  Pn-shun  letters.  It  is  exactly  like  the  s-shun 
V  Bn-shun  book,  and  differs  from  it  only  in  being 

I     _,  made  from  the  n  hook  side,  the  shun 

^     Tn-ahun 

j  part  of  the  hook  being  represented  by 

.  the  s  in  the  closed  n  hook  (hereafter  ex- 

*  Chn-shun  piamea)  ana  the  little  hook  extension. 
e<  Jn-shun  This  hook  represents  n  before  the  shun 
— $  Kn-shun  syllables.  It  is  used  only  on  the  straight 
— €  Gn-shun  letters;  as  pension,  \ 

^  Rn-shun          Q.  What  is  the  sixth  final  hook? 

A.  It  is  the  same  hook  as  the  n-shunhook,  enlarged 
to  double  size  to  represent  an  added  s,  and  represents 
the  syllable  ns-shun,  as  in  the  word  conden-s-shun  ( con- 
densation )  I 

\  Pns-shun  ^  Jns-shun 

V,  Bns-shun  6  Kns-shun 

J  Tns-shun  "*6  Gns-shun 

\  Dns-shun  y>  Rns-shun 

Q/  Chns-shun 

NOTE. —  This  hook  is  easily  made,  and  makes  a  form  more 
legible  than  the  outlines  used  in  systems  which  do  not  adopt  this 
hook. 


THE  SHORTHAND  REPORTER.  87 

Q.  What  is  the  seventh  final  hook? 

\  A.  It  is  the  ter,  der,  ther  hook. 

O      P-ter,  der,  ther 

V  It  represents  these  syllables,  and 

o      B-ter,  der,  ther  .    ,.  ,,  „  ,, 

J  indicates  that  one  of  them  is  to 

T-ter,  der,  ther  t, 


u  D-ter,  der,  ther  js  placed.  It  is  a  large  hook  on 
If  Ch-ter,  der,  ther  the  n  hook  side  of  the  straight 
C/  j-ter.  der.  ther  letters.  This  hook  sometimes 


J-ter,  der,  ther 

and  ture.     As  gather, 


represents  also  the  syllables  tor 
K-ter,  der,  ther 


G-ter,  der,  ther 

R-ter,  der,  ther      may  a  hooked  letter  be  made? 

A.  In  any  part  of  an  outline.  It  may  be  at  the  be- 
ginning or  the  middle  or  the  end  of  outlines.  As 
k-ml,  ^-^  kv-r,  ^X 

Q.  How  may  n  immediately  after  a  hook  be  repre- 
sented ? 

A.    Where  it  can  be  conveniently  done  by  turn- 
ing  it  on  the  inside  of  the  other  hook;  as  brethren,    O, 

SENTENCE-MAKING. 


.v  .....  *  .....  .........  .7j  .......  ....Y.,  .....   ..A,..:.... 

o        k          o  *—'         f*  ,, 

..^  ..............................................  >..».,. 


KEY:  Dora  is  ready  to  pay  the  physician  his  bill.  Instruct 
them  to  pay  attention,  and  give  us  a  pension.  Peter  James  is  a 
lazy  man.  His  decision  is  in  my  possession. 


88  THE  SHORTHAND  REPORTER. 

THE  S  CIRCLE  ON  HOOKS. 

Q.  If  the  r  hook  is  made  into  an  s  or  z  circle,  what  does 
it  then  represent  ? 

A.  It  implies  the  addition  of  the  S  circle.  As  spr, 
\  In  such  cases  the  circle  is  read  first,  then  the  com- 
bined stem  and  hook,  as  if  no  s  preceded  it.  (See  the 
word  "suffer"  in  Exercise.) 

Q.  Does  this  conflict  with  the  s  and  z  circles  in  their 
ordinary  use? 

A.  This  will  not  conflict  with  the  circle  s,  which  is 
always  on  the  opposite  side  of  the  letter. 

Q.  If  the  n  hook  on  the  straight  letters  is  made  into 
a  circle,  what  does  it  then  represent  ? 

A.  The  n  hook  on  single  straight  letters,  when  made 
into  a  circle,  implies  the  addition  of  the  circle  s.  As 
pns,  \  When  the  circle  is  made  between  two  conso- 
nants, n  is  not  implied,  as  it  is  simply  a  circle  s.  As 

bones,  y    task,    ^ 

Q.  How  is  ns  made  on  the  curved  letters? 

A.  To  curved  letters  ns  is  joined  by  the  stroke  n  and 
the  s  circle,  as  sns  ^  or  the  circle  s  can  be  turned  in- 
side the  hook  as  d-shuns  ^  On  all  the  other  hooks  where 
the  circle  s  can  be  conveniently  joined,  the  circle  is  made 
inside  the  hook  in  such  a  manner  as  to  be  distinct  from 
it;  as  spl,  ^ 

Q.  How  is  the  circle  s  added  to  the  shun,  sshun, 
nshun,  and  nsshun  hooks? 

A.  By  making  a  very  small  circle  on  the  last  part  of 
the  hook;  as  psshuns,  ^ 

Q.  Is  the  general  rule  of  reading  the  s  and  z  circles 
applicable  to  the  use  of  the  circle  in  connection  with  the 
hooks? 

A.  It  is.  If  at  the  beginning  of  an  outline,  the  circle 
s  is  read  first;  if  at  the  end,  last;  as  supr,  ^  supper. 


THE  SHORTHAND  REPORTER.  89 


EXERCISE. 


String.    Supper.     Bones.     Strange.     Jones.     Response.  Spring. 
SENTENCE-MAKING. 


°\         ^  ' 

\-  )     —  ^  *    •• 

•  ......................  ....'.  ............  „  ..............  *    /    LL. 

c—  9 

KEY:  Strive  to  gain  strength.  Strip  the  straw.  Abandon  the 
stream.  A  sprig  of  grass  was  in  the  spring.  He  struck  me. 

SPECIAL  VOCALIZATION  OF  STEMS  CONTAIN- 
ING THE  L  AND  R  HOOKS. 

Q.  Is  it  allowable  to  introduce  a  vowel  or  diphthong 
between  the  stem  letter  and  the  1  and  r  hooks? 

A.  It  is,  but  the  practice  should  not  be  carried  too 
far. 

Q.  Will  you  state  the  manner  in  which  this  is  done? 

A.  (1)  Strike  the  dash  vowels  through  the  stem  let- 
ter at  the  point  of  their  respective  positions  to  the  let- 
ter, except  the  first-place  vowels  a  and  6,  which  are 
written  just  before  the  hook  to  prevent  its  destruction 
by  the  dash,  as  colony,  i<^^_^ 

(2)  By  making  the  dot  vowels  into  small  circles  (ex- 
cept e  and  &)  and  placing  the  long  vowels  before  the 
combined  letter,  and  the  short  ones  after  it,  if  conven- 
ient to  make.  If  not,  the  circle  may  be  on  either  side  for 
a  long  or  short  vowel;  as  near  £_^  The  vowels  e  and  A 
always  come  before  r,  and  may  be  made  in  the  usual 
manner,  and  will  be  read  between  the  stem  letter  and 
hook. 


90  THE  SHORTHAND  REPORTER. 

(3)  By  making  the  diphthongs  oi  and  ow  into  very 
small  parallel  eclipses,  and  the  diphthong  u  opposite  and 
near  the  end  of  the  compound  letter,  as  pure  *\ 

Q.  In  this  special  vocalization  is  it  always  necessary 
to  express  the  vowel  between  1  and  r  ? 

A.  No:  unless  it  is  illegible  without  it.  In  reporting 
it  is  seldom  necessary. 

EXERCISE. 


KEY:  Correct,  course,  curse,  till,  tell,  more,  Moor,  cure,  secure, 
charm,  cheerless,  colony,  near,  dear,  nor,  corpus,  north,  kill, 
call,  dark,  car. 

VOCALIZATION  OF  THE  FINAL,  HOOKS. 

Q.  How  are  the  final  hooks  read  ? 

A.  The  final  hooks  are  read  after  their  stem  letter 
and  accompanying  vowels.  As  pan,  \^ 

Q.  How  may  the  final  circle  hooks  be  vocalized  ? 

A.  When  desired,  the  shun,  sshun,  nshun,  and 
nsshun  hooks  may  be  vocalized  by  inserting  the  vowel 
inside  the  circle  part  of  the  hook  in  the  manner  pro- 
vided for  vocalizing  the  ses  circle,  hereafter  explained. 
These  hooks  are  seldom,  if  ever,  vocalized  in  reporting. 

Q.  Are  the  final  hooks  used  at  the  end  of  a  word 
when  a  vowel  is  required  after  the  letter  they  represent  ? 

A.  The  final  hooks  are  never  used  at  the  end  of  out- 
lines when  a  vowel  is  required  after  the  letter,  letters, 
or  syllables  they  represent,  as  vowels  are  always  read 
before  the  hooks.  In  such  uses  the  stroke  letters  are 
used  instead  of  the  hooks;  as  coffee,  1  \T 


\. 


THE  SHORTHAND  REPORTER.  91 

SENTENCE-MAKING. 

-...:>. : ^ c...^...,.:..L 

'     L  )   > 

• -•>••• t -'-  *  -* — ^^~ 

.'. .%..A.. r..  *+L~j T—.?u4....Jk:,. 


.dl 
"^ )        *    ( 

..'  ...J^—.          ...V. 


.».. 


.I..../...,,.:. 


KEY:  Be  quick  or  the  beef  will  burn.  The  twig  is  where  the 
black  stick  was.  Were  you  to  claim  the  place  for  your  uncle? 
Go  home  and  dwell  there.  I  assume  this  edition  of  the  book  to 
be  correct.  Ezra  loves  to  read  the  paper.  I  know  the  queen 
was  one  of  them.  I  saw  Mary  claim  the  cream.  One  of  them 
had  his  plow  at  the  door.  Its  place  was  near  the  table. 


92  THE  SHORTHAND  REPORTER. 

THE  DOUBLE  CIRCLES  AND  LOOPS. 

Q.  What  is  the  second  method  of  contracting  the 
phonographic  forms  for  the  purpose  of  verbatim  re- 
porting? 

A.  It  is  by  doubling  the  circles  to  represent  syllables 
and  flattening  the  circles  into  loops  to  represent  letters 
and  syllables. 
•  Q.  What  syllables  do  the  double  circles  represent? 

A.  The  s  and  z  circles,  made  double  size,  represent  the 
syllables  ses,  sez,  or  zez,  etc.  It  is  called  the  sez  circle. 
If  desired,  ses  and  zez  circles  may  be  distinguished  from 
each  other  by  making  one  side  of  the  zez  circle  black; 
as  races,  ji ;  roses,  j>  This  distinction  is  not  necessary 
in  rapid  reporting. 

Q.  When  the  double  circles  are  made  in  the  place  of 
the  n  hook,  what  syllables  do  they  represent? 

A.  When  the  sez  circle  is  made  on  the  n  side  of 
straight  letters  n  is  implied,  and  it  becomes  nses,  etc. 
As  bounces,  ^x 

Q.  When  the  double  circles  are  made  in  the  place  of 
the  r  hook,  what  syllables  do  they  represent? 

A.  In  the  position  of  the  r  hook  on  straight  letters, 
the  r  hook  is  implied;  as  seztr,  9 

Q.  How  may  the  double  circles  be  vocalized  ? 

A.  These  double  circles  may  be  vocalized  by  placing 
vowels  or  diphthongs  on  the  inside  of  the  circle  as  near 
the  top,  middle,  or  lower  side  as  can  be  made,  to  repre- 
sent the  positions  of  the  several  vowels;  as  sistr,  C)  (sis- 
ter). In  reporting  the  circles  are  not  often  vocalized. 
Generally,  the  unvocalized  circles,  in  conjunction  with 
the  other  part  of  the  outline,  will  suggest  the  word. 

EXERCISE. 


Exercise.        Pieces.        Noses.      Suspicion.     Roses.        Sister. 


THE  SHORTHAND  REPORTER.  93 

Q.  What  letters  do  the  circles  represent  when  flat- 
tened into  loops? 

A.  The  s  circle  flattened  into  a  small  loop  represents, 
in  the  position  of  the  s  circle,  the  letters  st;  as  pst,  \^ 
If  made  in  the  position  of  the  n  hook,  n  is  added,  and  it 
becomes  nst;  as  pnst,    \      The  st  loop   shaded  will 
respresent  sd  or  zd;  as  rzd,    j> 

Q.  What  syllables  do  the  loops  represent  when 
lengthened  to  two-thirds  of  the  length  of  the  letter  ? 

A.  The  loop  lengthened  to  two-thirds  the  length  of 
the  letter,  when  placed  on  the  circle  side  of  letters,  rep- 
sents  str,  as  pstr,  \^  It  is  called  the  ster  loop.  If 
made  on  the  n  hook  side  of  the  letters,  n  is  added  and  it 
becomes  the  nster  loop;  as  pnstr,  ^ 

Q.  In  what  positions  may  the  double  circles  and  the 
loops  be  used? 

A.  They  can  be  used  at  the  beginning,  middle,  or  end 
of  words,  but  ster  and  nster  will  generally  be  used  at 
the  end  of  words. 

Q.  How  may  the  s  circle  be  added  to  the  double  cir- 
cles and  loops? 

A.  The  circle  s  may  be  added  to  the  sez  circle  and  the 
loops  by  carrying  the  line  which  forms  them  to  the 
other  side  of  the  letter,  and  forming  a  circle  s;  as  psts, 

^ 

Q.  How  may  n  be  added  to  the  loops  ? 

A.  N  may  be  added  to  the  loops  by  carrying  the  lines 
which  form  them  to  the  other  side  of  the  letter  and 
turning  it  abruptly  down;  as  sst-n,  ^  This  license  is 
valuable  only  in  a  few  words  and  phrases. 

Q.  What  is  the  rule  for  reading  the  double  circles  and 
loops  in  outlines? 

A.  The  rules  for  reading  the  s  and  z  circles  are  appli- 
cable to  the  sez  circle  and  the  loops — that  is,  when  at  the 
beginning  of  an  outline  they  are  read  first,  if  at  the  end 
they  are  read  last. 


94  THE  SHORTHAND  REPORTER. 

EXERCISE. 
JsL^O-        .sA-./SO-.X'   _ D D...i).:...O\..O>....Q....O d.~  . 


V:/*>...oiD.  .&>.£? &..-    L 

X) 


KEY:  Roses,  pieces,  noses,  Moses,  races,  cases,  causes,  pansies, 
bounces,  pounces,  prances,  dances,  dunces,  sister,  exercise, 
past,  post,  roast,  coast,  most,  stale,  stole,  steal,  steam,  step, 
state,  canst,  against,  danced,  punster,  spinster,  coaster,  duster, 
register,  posts,  posters,  nests,  coasts,  coasters,  necessity,  dis- 
tinct, Webster,  impost,  success,  supposes,  losses,  choses,  dis- 
poses. 

Q.  Should  the  practice  of  occasionally  drawing  the 
characters  of  phonography  be  dispensed  with  at  any 
stage  of  the  students'  progress  ? 

A.  No.  It  is  just  as  important  at  one  stage  as  at  an- 
other, and  indeed  after  the  art  is  mastered  the  good  re- 
porter will  devote  some  of  his  time  and  attention  to 
drawing  phonographic  characters,  so  as  to  excel  not 
only  in  accuracy  of  writing  but  in  the  artistic  beauty  of 
the  outlines. 

Q.  For  what  purpose  is  the  following  full  page  of 
illustrations  of  the  circles,  double  circles,  and  loops 
given  ? 

A.  Solely  for  the  purpose  of  this  artistic  drawing. 

Q.  How  many  times  should  this  page  be  copied  and 
recopied  ? 

A.  Many  times,  and  as  each  character  is  made  call  it 
aloud,  so  that  the  ear,  the  hand,  and  the  eye  may  be 
trained  together. 


THE  SHORTHAND  REPORTER. 


95 


96  THE  SHORTHAND  REPORTER. 

KEY:  ps,  ps,  ps,  bs,  bs,  bs,  ts,  ts,  ts,  ds,  ds,  ds,  chs,  chs,  chs,  jhs, 
jhs,  jhs,  ks,  ks,  ks,  gs,  gs,  gs,  ss,  ss,  ss,  zs,  zs,  zs,  ths,  ths,  THs,  THs, 
THs,  hs,  hs,  hs,  rs,  rs,  rs,  Is,  Is,  Is,  ys,  rs,  rs,  rs,  shs,  shs,  shs,  ms, 
ms,  ms,  ns,  ns,  ns,  ngs,  ngs,  ngs,  fs,  fs,  fs,  vs,  vs,  vs,  bs,  bs,  sp, 
sp,  sp,  sb,  at,  st,  st,  sd,  sd,  sd,  sch,  sch,  sch,  sj,  sj,  sj,  sk,  sk,  sk, 
sg,  ss,  ss,  ss,  sz,  sz,  sz,  sth,  sth,  sTH,  sTH,  sTH,  sh,  sr,  sr,  sr,  si,  si, 
si,  sr,  srj,  ssh,  sw,  sw,  sm,  sm,  sm,  sms,  sn,  sn,  sn,  sng,  sng,  sng, 
sngs,  sv,  sb,  snip,  snap,  smp,  psj,  bsk,  tsk,  dsk,  dsk,  chsn,  jsn, 
ksk,  gsp,  zstl,  rsp,  rsp,  msn,  msth,  nsm,  msk,  Isn,  rsn,  rsz,  fsk, 
fsn,  vsl,  vsl,  pst,  pst,  pst,  bst,  tst,  tst,  tst,  dst,  chst,  kst,  kst,  kst, 
gst,  sst,  sst,  zst,  hst,  shst,  1st,  1st,  1st,  rst,  rnst,  mst,  nst,  nst,  vst, 
rst,  psez,  psez,  psezr,  bsez,  dsez,  chsez,  ksez,  gsez,  hsez,  THsez, 
rsez,  Isez,  rsez,  rsez,  rusez,  msez,  nsez,  nsez,  fsez,  pster,  bster, 
tster,  dmnster,  jster,  sster,  sster,  sster,  rsterd,  Ister,  raster,  raster, 
mnster,  fster,  vsterl,  mpster,  stpster,  stb,  stt,  stt,  std,  std,  std, 
stch,  stj,  stl,  stl,  stl,  sty,  sty,  stn,  sezt,  sezd,  sezd,  sezn,  sezns, 
tksez,  Isez,  THsez,  snsez,  rsez,  tsez,  tsezd,  nsezr,  nsezt,  nsez, 
tsts,  bsts,  ksts,  nsts,  hsts,  bsters,  dsters,  rasters,  psters,  ksters, 
tsts,  dstng,  jsts,  pstl. 

HALVING  THE  LETTERS. 

Q.  What  is  the  third  method  of  contracting  the 
phonographic  forms  for  the  purpose  of  verbatim  re- 
porting? 

A.  It  is  to  make  the  consonants  half  their  usual 
length  to  imply  the  addition  of  the  letters  t  or  d  to 
the  shortened  stem. 

Q.  If  either  a  t  or  a  d  may  be  added  to  a  letter 
making  it  its  usual  length,  how  do  we  know  which  one 
of  these  letters  it  was  intended  to  use  ? 

A.  The  context  will  generally  determine  which  let- 
ler  is  implied. 

Q.  What  does  the  diagram  or  table  on  the  following 
page  show? 

A.  It  shows  the  consonant  letters  halved,  and  each 
halved  letter  as  it  is  written  in  each  of  the  three  posi- 
tions used  in  writing  phonographically. 


THE  SHORTHAND  REPORTER. 


97 


Q.  Where  are  all  halved 
A...^. -*  ••*  -  -  - 

letters  of  the  third  posi- 
I        I  .  tion  placed? 

I  I  Tt-d 

'  I    Dt-d  A.  Entirely  below  the 

line. 

•x- '"/Si"1  Q-   Where  are   the 

halved  letters  in  the  other 

..Kt-d         positions  placed? 

>Gt-d  A    T    ^ 

A.  In  the  same  position 

the  whole  stems  would  be 
placed. 

/     C  ,  *  .        THt-d  Q.  Are  there  any  posi- 

(  tions  in  an  outline  where 

the  halved  letters  should 
,.__..  st-a  never  be  used  ? 

j     Ztl-Q. 

j  A.  There  are.  In  places 

!...,..,   °\   «\  sht-d          they   cannot   readily   be 

Zht-d 

made  distinct,  as  k  after 
r    r      ">  ^       Lt-d  f ,  v,  and  upward  1. 

- -{--f  ^-y   Rt-d 

/  ^N 

"/        "  "*-*•  Mt-d 

"*  .  -  .  Nt-d 

Effect. 

J  t         ^ s       Wt-d 

r      * *"  Yt-a 


.....  ....  "V 


Ht-d 


EXAMPLE. 


Fact. 


Correct. 


Liked. 


Q.  Where  may  the  half-length  letters  be  used? 
A.  At  the  beginning,  middle,  or  end  of  outlines.    As 
catalogue,  _j(~ 


98  THE  SHORTHAND  REPORTER. 

Q.  Is  the  implied  t  or  d  added  before  or  after  the 
vowels  or  final  hooks  on  the  letter  halved? 

A.  They  are  added  after  both  the  vowels  and  the 
hooks.  As  ten,  J-  ;  tent,  j 

Q.  If  there  is  a  final  s  or  z  circle  or  any  of  the  s  and 
z  loops  when  are  the  t  and  d  added  ? 

A.  The  circle  and  loops  are  always  read  last  when 
they  are  final,  and  hence  the  t  or  d  must  be  added  be- 
fore the  circles  and  their  loops.  As  gets,  -p  ;  midst,  ^ 

Q.  How  are  the  halved  letters  vocalized? 

A.  In  the  same  manner  as  the  whole  length  letters. 
As  bound,  V 

Q.  When  a  vowel  is  required  after  the  t  or  d,  can 
it  be  implied  by  halving? 

A.  It  cannot,  but  must  be  written  in  full.     As  in  the 

\.  V" 

word  piety,  -?|    not  .>... 

EXERCISE. 


<; 
%.. 


.> * ....$ .*> 3  ...... 

8- 

KEY  TO  EXERCISE:  Fight,  sent,  good,  print,  intent,  saved, 
wring,  paint,  felt,  made,  spent,  writing,  light,  get,  gets,  breed, 
trained,  bend,  sprained,  vent,  friend,  need,  God,  stand. 

DOUBLING  THE  LETTERS. 

Q.  What  is  the  fourth  method  of  contracting  the  pho- 
nographic forms  for  the  purpose  of  verbatim  reporting? 

A.  It  is  to  make  certain  letters  double  their  usual 
length  to  imply  the  addition  of  certain  syllables  to  the 
stem  letter  which  is  doubled. 


LAWYER 
DALLAS,  TEXAS 


THE  SHORTHAND  REPORTER.  99 

Q.  Which  of  the  curved  letters  are  doubled  for  this 
purpose,  and  what  syllables  are  implied  by  the  doubling? 

A.  All  the  curved  letters  may  be  doubled,  and  will 
imply  the  addition  of  the  following  syllables: 

1.  Y,  Zh,  and  the  compound  stem  em-p  when  doubled 
adds  er,  ur,  or.     As  lawyer,  'y     measure,  '~b>J\  Sep- 
tember, q^— -^ 

2.  Ng  when  doubled  adds  the  syllables  ker  or  ger. 
As  finger,  V^  ^  anchor,  N      ^, 

3.  The  doubling  of  any  other  curved  letter  implies 
the  addition  of  the  syllable  ter,  der,  or  ther,  and  some- 
times tor  and  ture.     As  mother,  father,  V 

7  s~  i ->  \£ 

Q.  When  there  is  a  vowel,  or  vowel  and  final  hook 
placed  to  the  doubled  letter,  where  are  the  syllables 
added? 

A.  After  all  vowels  and  hooks  to  the  letter,  as  in  the 
words  tender  and  render.  See  exercise. 

Q.  Which  of  the  straight  letters  may  be  doubled,  and 
what  syllables  are  implied  by  the  doubling? 

A.  Ray  alone  is  doubled  to  add  ter,  der,  ther,  unless 
there  is  some  other  hook  than  the  ter,  der,  ther  hook  at 
the  end  of  the  letter.  If  there  is  a  ter,  der,  ther  hook,  we 
use  that;  if  there  is  any  other  hook,  the  syllables  ter,  der, 
ther  are  added  after  the  letter  represented  by  the  hook 
by  doubling  the  letter,  and  after  any  vowel  placed  to 
such  letter.  As  gander,  * 

Q.  If  there  is  an  s  or  z  circle  at  the  end  of  the  doubled 
letter,  how  is  it  read  ? 

A.  After  the  syllables  added  to  make  them  plural. 

EXERCISE. 


100  THE  SHORTHAND  REPORTER. 


\   \ 

~  "xj-  -\ 

» 


KEY  TO  EXERCISE:  Mother,  father,  letter,  enter,  neither,  ten- 
der, render,  ponder,  pointer,  kinder,  pander,  ponderance,  bend- 
er, banter,  binder,  chanter,  dander,  gander,  joinder,  ranter, 
blunder. 


SENTENCE-MAKING. 
/  ............  *..'....../'  ..../..... 


KEY:  Roses  are  sweet.     The  races  are  a  success.     He  danced 
for  the  spinster.     He  stole  a  duster  from  the  punster. 


THE  SHORTHAND  REPORTER.  101 


A  REVIEW  CHAPTER. 

NOTE. — The  art  of  building  outlines  of  words  ends  with  the 
principle  of  doubling,  just  explained.  The  remaining  principles 
of  contraction  are  as  follows: 

(5)  By  dispensing  with  the  vowels  and  diphthongs,  except  in 
rare  instances,  by  writing  the  outlines  in  certain  positions  to  im- 
ply them. 

(6)  By  the  omission  of  a  certain  part  of  the  consonant  outlines 
of  words. 

(7)  By  the  use  of  brief  signs  for  common  syllables. 

(8)  By  the  use  of  brief  signs  for  common  words. 

(9)  By  the  use  of  phrasing. 

It  is  seen  that  none  of  these  remaining  principles  refer  to 
word-building,  so  far  as  the  construction  of  full  outlines  is  con- 
cerned. Before  leaving  the  art  of  word-building,  we  deem  it 
proper  to  recall  and  repeat  the  leading  principles  that  govern 
the  formation  of  word  outlines,  and  to  so  consider  them  together 
that  the  mind  may  grasp  the  whole  subject  connectedly.  We 
then  provide  such  practical  exercises  as  will  enable  the  student 
to  fix  them  in  the  mind.  We  therefore  digress  from  the  order  we 
are  pursuing  long  enough  to  accomplish  this  purpose,  and  will 
then  resume  the  consideration  of  the  remaining  principles  of 
contraction. 

Q.  What  is  the  first  step  to  be  taken  in  word-build- 
ing? 

A.  It  is  to  master  the  forty-three  sounds  used  in  speak- 
ing the  English  language,  and  the  letters  that  represent 
them  as  they  are  exhibited  in  the  phonographic  alpha- 
bet. 

Q.  What  practice  is  necessary  in  order  to  get  the 
greatest  possible  benefit  from  the  use  of  the  alphabet  ? 

A.  It  is  to  copy  and  recopy  the  alphabet  from  dicta- 
tion until  every  letter  in  it  can  be  made  with  great  ac- 
curacy, and  at  the  rate  of  two  hundred  words  or  more 
per  minute.  The  alphabet  may  also  be  written  from 
memory  when  it  is  not  convenient  to  have  it  dictated. 
This  practice  may  extend  over  a  long  space  of  time  be- 
fore this  high  rate  of  speed  can  be  reached. 


102  THE  SHORTHAND  REPORTER. 

Q.  What  is  the  second  step  to  be  taken  in  word-build- 
ing? 

A.  It  is  to  make  the  consonant  outlines  of  words,  with 
their  proper  junctions  and  in  their  proper  directions, 
without  lifting  the  pen  and  without  hesitation. 

Q.  Is  there  a  practice  exercise  provided  in  this  book 
for  this  purpose  ? 

A.  There  is.  See  pages  95  and  54.  This  practice 
should  not  be  omitted.  Note  the  angles  between  the 
letters,  and  give  the  letters  their  proper  directions. 

Q.  What  is  the  third  step  to  be  considered  in  word- 
building  ? 

A.  It  is  to  put  the  vowels  to  the  consonant  outlines  of 
words  rapidly  and  without  hesitation.  In  writing  new 
words,  technical  terms,  and  proper  names,  this  is  abso- 
lutely necessary. 

Q.  What  is  the  fourth  step  to  be  taken  in  word-build- 
ing? 

A.  It  is  to  use  the  hooks,  the  circles,  the  loops,  the 
halving  principle,  and  the  doubling  principle  in  the  con- 
struction of  word  outlines,  so  as  to  bring  the  outlines  up 
to  the  highest  style  of  the  art. 

Q.  What  practice  is  necessary,  in  connection  with 
these  principles,  to  get  from  their  consideration  the 
highest  good  ? 

A.  It  is  to  consider  them  together  practically,  so  that 
the  mind  may  grasp  them  as  an  entire  scheme.  Certain 
hooks,  loops,  and  circles  will  be  used  to  represent  cer- 
tain letters  and  syllables  as  heretofore  taught;  other  let- 
ters will  be  halved,  and  others  will  be  doubled  to  imply 
the  addition  of  still  other  letters,  and  by  these  several 
methods  the  scheme  of  perfecting  the  outlines  will  be 
complete. 

NOTE. — Tables  will  now  be  given  showing  all  the  hooks,  cir- 
cles, loops,  and  the  halting  and  doubling  principles  on  all  the 
letters.  They  are  in  one  table  together,  and  can  be  seen  at  a 
glance,  and  will  serve  the  student  for  the  purposes  of  rapid  re- 
view on  all  the  principles  of  contraction  which  are  used  in  the 
construction  of  word  outlines.  The  student  should  master  them 
thoroughly  in  this  review. 


THE  SHORTHAND  EEPORTEE. 


103 


THE  TABLE  OF  HOOKS-Plate  1 


HOOK 


HOOK 


w 

HOOK 


HOOK 


H  \IO~K 


F&V 
HOOK 


HOOK 


NSw* 

HOOK 


\ 
\ 

f 
f 


c 
c 

9 


C 


J? 


CN 


\ 
\ 

1 
1 


1 

7 


r 


r 


\ 
A 

T 
T 


9— 

9— 

t 

V 

C 
C 


\ 
\ 

T 
T 

r 


j 

c 
s 


r 


\ 
\ 

I 

/  ! 


\ 

\ 


\ 
\ 


—  s 


G 


J 


r 
~\ 


c 

o 


1 

104                           THE  SHORTHAND  REPORTER. 

TABLE  OF  Hooks,  Circles-,  Loops  ,  etc.  ^-piate  3. 

fiCOK 

TJZR 

HOOK. 

s 

Circl 

Circle 

ST 
Loop 

STtR 

Loop 

HaFvI 

Doubling 

\ 

\ 

\0 

V 

v^ 

\ 

\ 

5" 

V 

\^ 

V 

N, 

V 

\ 

V    ter,  der.ther 

4 

J 

I 

I 

b 

i 

v           or    their, 
^~    added  . 

I 

J 

I 

t 

k 

() 

i 

(    - 

Of 

c/ 

/ 

/ 

/* 

/ 

x 

dt 

/ 

y 

^r 

' 

(    " 

-5 

) 

—  • 

_£) 

--0 

-^D 

— 

N 

—6 

^ 

—  ^ 

—0 

—  0 

—  ' 

— 

)        "                  ' 

C 

G 

j° 

^ 

C 

-£     '1                 1 

c 

(3 

1 

^ 

( 

^)              " 

«) 

a 

I 

J 

) 

» 

J 

c) 

} 

a 

) 

S*<     J> 

^ 

^ 

^ 

t^7 

J 

^J    ','       ' 

r 

/o 

r 

^> 

C 

^  •' 

o  • 

Q 

* 

' 

^ 

*N 

)  er,  ur>  or^ 

^ 

^ 

/^^ 

^ 

~ 

/    added  . 

si) 

^? 

N^> 

w 

^^^  keror  ger 

j 

o> 

^ 

^ 

J 

added 

C 

iT 

r 

^ 

r 

;; 

^ 

^ 

2 

^ 

5 

THE  SHORTHAND  REPORTER.  105 

ADDENDA  TO  TABLE  OF  HOOKS,  CIRCLES, 
LOOPS,  ETC. 

(1)  S  circle  and  double  circle  sez  in  the  place  of  the 
r  hook  prefixes  s,  or  any  syllable  represented  by  sez  cir- 
cle, to  the  combined  stem;  as, 


Spray.        Spry.  Straw.       Stray.        Sober.  Seeker. 

(2)  S  circle  or  sez  circle  in  place  of  the  n  hook  adds 
s,  or  any  syllable  represented  by  the  sez  circle,  after  n; 
as, 

-*  ............  J.  .............  V  ..........  *  ............  *  .......... 

Prances.         Dances.  Bounces.       Pains.  Bones. 

(3)  S  circle  may  be  added  to  any  other  hook  by  turn- 
ing the  s  in  it;  as 

"s         ,.,  ..........  ;<L  ............  ;t 

Supply.  Civil.  Editions. 

(4)  N,  after  s  circle,  sez  circle,  or  loops,  may  be  rep- 
resented by  a  short  line  turned  to  the  other  side  of  the 
letter  in  a  way  not  to  conflict  with  the  shun  hooks,  when 
preceded  by  s. 

(5)  N  may  be  added  after  a  hook  sometimes  by  turn- 
ing it  inside  the  hook,  as  in  the  word  brethren. 

Examples: 

..>$  ...........  >  .........  ..A  ........  J..  ...... 

Brethren.        Hasten.      Western.       Wilson. 

Q.  If  the  circles,  double  circles,  and  loops  are  made 
in  the  place  of  the  r  hook  on  the  straight  letters,  what 
will  be  added  because  of  the  position  in  which  they  are 
written  ? 

A.  The  letter  r  will  be  added. 


106  THE  SHORTHAND  REPORTER. 


Q.  Give  an  example. 


Spray.        Spry.  Straw.       Stray.        Sober.  Seeker. 

Q.  If  the  circles,  double  circles,  and  loops  are  made 
in  the  place  of  the  n  hook,  what  will  be  added  because 
of  the  position  in  which  they  are  written  ? 

A.  The  letter  n  will  be  added. 

Q.  Give  an  example. 

••%  ............  J.  .............  V  ..........  *  ............  *  .......... 

Prances.          Dances.  Bounces.        Pains.  Bones. 

Q.  How  can  n  be  added  after  a  hook  ? 

A.  By  turning  a  hook  within  the  other  hook. 

Q.  How  may  n  be  added  after  a  circle,  double  circle, 
or  loop? 

A.  By  turning  the  line  making  the  circle  or  loop  to 
the  other  side  of  the  letter,  in  such  a  manner  as  to  pre- 
vent a  conflict  with  the  s-shun  hook.  This  principle  is 
used  mostly  in  phrasing  and  where  n  cannot  be  con- 
veniently made.  It  was  suggested  to  us  by  Mr.  J.  W. 
Love,  of  Scotland,  in  Phonographic  Monthly,  in  1875. 
Ing  after  n  may  be  represented  by  a  dot  after  the  hook 
n. 

Q.  Give  an  example. 

..*  ...........  >  ...........  >  .......  ..A  ........  J  ...... 

Brethren.        Hasten.        Hastening.     Western.        Wilson. 

Q.  How  can  the  s  circle  be  written  within  a  hook,  ei- 
ther before  or  after  it? 

A.  By  simply  turning  it  in  the  hook.  It  should  be 
made  very  small. 

Q.  Give  an  example. 

jx  ...........  ,.  ...........  x  ................  t  ....................... 

Supply.  Civil.  Editions. 


THE  SHORTHAND  REPORTER.  107 

Q.  What  steps  are  necessary  to  be  taken  to  write  a 
word  properly,  after  the  sounds  and  the  letters  are  un- 
derstood and  the  method  of  combining  the  letters  into 
words  is  fully  comprehended  ? 

A.  First,  see  whether  any  principles  of  contraction 
can  be  used  in  making  the  outline — that  is,  see  if  there 
are  any  of  the  letters  in  the  word  that  can  be  represent- 
ed by  any  of  the  hooks,  circles,  loops,  or  by  the  halving 
or  the  doubling  principle.  If  there  are,  use  these  ad- 
vanced principles  in  making  the  outline;  if  there  are 
not,  then  write  the  word  by  the  simple  letters  of  the 
alphabet. 

Q.  Give  examples  illustrating  the  meaning  of  these 
directions. 

A.  First,  take  the  word  bleak.  We  find  that  we  can 
use  a  hook  for  the  1,  as  it  is  closely  blended  with  the  let- 
ter b.  The  remainder  of  the  word  is  written  with  the 
simple  letters  of  the  alphabet. 

Q.  Before  proceeding  to  a  second  example,  give  an 
exercise  illustrating  the  use  of  the  1  hook  in  similar  ex- 
amples^ 


Bleak.  Flay.  Gleam.  Place.         Blame. 

Q.  Can  this  hook  be  used  at  any  intermediate  point 
in  a  word  outline  ? 

A.  Yes. 

Q.  Can  all  the  hooks  be  used  in  the  same  manner  as 
the  1  hook,  just  explained? 

A.  Yes.  Whenever  a  letter  is  found  represented  by 
a  hook,  use  the  hook. 

Q.  Give  a  second  example,  where  the  double  circle  is 
used. 

A.  Take  the  word  roses.     We  find  there  is  no  letter 


108  THE  SHORTHAND  REPORTER. 

that  can  be  represented  by  a  hook  in  the  outline,  but 
that  the  double  circle  will  represent  the  sounds  zes. 

Q.  Give  an  exercise  illustrating  the  use  of  the  double 
circle  in  similar  examples. 


..* f \, *D 

Roses.          Rises.        Paces.         Moses.         Glazes.       Mazes. 

Q.  Give  a  third  example  illustrating  the  use  of  the 
loops? 

A.  Take  the  word  taste.  We  find  no  letter  that  can 
be  represented  by  a  hook,  and  no  letters  that  can  be  rep- 
resented by  the  double  circle,  but  we  find  that  we  can  use 
the  st  loop  for  st  at  the  end  of  the  word. 

Q.  Give  an  exercise  illustrating  the  use  of  the  loops 
in  similar  examples. 


Taste.        Toast.  Cost.  Lost.  Lists.          Nests. 

Q.  Give  a  fourth  example  where  the  ster  loop  is  indi- 
cated. 

A.  Take  the  word  poster.  Here  we  have  no  letter  to 
be  represented  by  a  hook,  or  a  double  circle,  or  the  st 
loop;  but  the  ster  loop  may  be  used. 

Q.  Give  an  exercise  illustrating  the  use  of  the  ster 
loop  in  similar  examples. 


..    .......  -   .......  V  ......  -->-  ...........  : 

Posters.     Punster.      Pastor.     Master.        Dusters.         Register 

Q.  Give  a  fifth  example  where  the  halving  principle 
is  indicated. 

A.  Take  the  word  catalogue.  Here  we  have  no  let- 
ters represented  by  hooks,  or  the  double  circle,  or  the 
loops;  but  the  k  may  be  halved  to  represent  kt  at  the  be- 
ginning of  the  word. 


THE  SHORTHAND  REPORTER.  109 


tfr. 7 rr : 

Catalogue.         Cottage.          Cotton.  Moderate.     Intend. 

Q.  Give  a  sixth  example,  where  the  doubling  princi- 
ple is  indicated. 

A.  Take  the  word  letter.  We  find  no  letter  in  the 
word  to  be  represented  by  a  hook,  double  circle,  loop, 
or  by  the  halving  principle;  but  we  can  represent  ter  by 
the  doubling  principle. 

Q.  Give  an  exercise  illustrating  the  use  of  the  doubling 
principle. 


Letter.     Father.        Mother.  Matter.  Neither. 

Q.  What  letters  may  be  represented  by  the  hooks? 

A.  The  letters  1,  r,  in,  en,  un,  and  w,  initially;  and 
n,  f,  v,  all  syllables  pronounced  shun  or  zhun,  s-shun, 
n-shun,  ter,  der,  ther,  as  final  hooks. 

NOTE. — Review  the  hooks,  and  note  these  letters  and  syllables. 

Q.  What  letters  may  be  halved  to  add  t  or  d  ? 

A.  Any  letter. 

Q.  What  letters  may  be  doubled  to  represent  ter,  der, 
ther? 

Review  the  principle  of  doubling  on  pages  98  and  99,  and  re- 
fer to  the  Table  of  Hooks,  Plates  1  and  2,  in  this  chapter. 

Q.  Are  these  principles  of  contraction  to  be  consid- 
ered in  making  every  word  outline? 

A.  Yes,  but  when  the  process  is  understood  they 
may  be  considered  instantaneously.  A  word  being 
given,  the  mind  can  be  trained  by  practice  to  tell  at  once 
what  principles  of  contraction  are  involved. 

NOTE  1. — As  each  of  the  following  words  are  pronounced  let 
the  student  state  what  principles  of  contraction,  if  any,  are  to  be 
used,  and  make  the  outline  of  the  word  in  his  copy  book  for  the 
inspection  of  the  teacher. 


110                           THE  SHORTHAND  REPORTER. 

TABLE  SHOWING  THE  USE  OF  THE  PRINCIPLES  OF 
CONTRACTION. 

Words. 

Hooks. 

Circles 

Loops. 

Halftng. 

Doubling. 

Phonography  . 

Bleak 

L 

Flay 

L 

^— 

' 

Gleam 

L 

Place 

L 

\^ 

Blame 

L 

\^ 

Pray 

R 

C\. 

Bray 

R 

•^ 

Insolvent 

In 

V 

£T» 

Twist 

W 

st 

T 

Twenty 

W 

1^ 

Bone 

N 

\   " 

Beef 

For  V 

t 

Mission 

Shun 

O 

Possession 

sshun 

N^ 

Pension 

N-shun 

\ 

Daughter 

Ter 

j- 

Gather 

Ther 

"5 

Roses 

zes 

/£ 

Rises 

zes 

9 

Paces 

ses 

£ 

Moses 

zes 

<K) 

Glazes 

zes 

*-^> 

Mazes 

zes 

/^O 

Taste 

st 

I. 

Toast 

st 

(r 

Cost 

st 

r-° 

Lost 

st 

/O 

Mists 

sts 

<*> 

THE  SHORTHAND  REPORTER. 


Ill 


Words. 

Hooks. 

Circles. 

Loops. 

Halfing. 

Doubling. 

Phonography. 

Posters 

ster 

., 

Punster 

ster 

V 

Pastor 

ster 

v~ 

Master 

ster 

^? 

Dusters 

sters 

«\r 

Catalogue 

K 

j£~ 

Cottage 

K 

7 

Cotton 

K 

B_ir  t 

Moderate 

M&R 

T* 

Letter 

Father 

ter 
ther 

£ 

Mother 

ther 

Matter 

ter 

x-^. 

Neither 

ther 

.  —  ^ 

NOTE. — This  table  shows  the  use  of  the  principles  of  contrac- 
tion in  a  practical  way,  and  far  surpasses  the  presentation  of 
this  important  step  in  any  phonographic  work  we  have  exam- 
ined. We  have  here  at  a  glance  the  important  principles  of  con- 
tracting word  outlines  as  the  words  are  written.  If  the  student 
will  analyze  every  word  that  is  written  by  this  process  his  prog- 
ress will  be  rapid  in  the  mastery  of  this  art. 

NOTE  2. — The  student  should  in  like  manner  analyze  every  ex- 
ample on  the  exercise  pages  following,  giving  in  every  instance, 
before  making  them,  the  principle  of  contraction  involved. 

KEY  TO  WORD  OUTLINES  FOB  ANALYSIS,  PLATE  1:  (Each  word 
is  to  be  analyzed,  showing  the  principles  of  contraction  used, 
and  then  it  should  be  written  many  times.  In  the  practical  de- 
partment of  this  book  this  analysis  of  words  should  be  resumed, 
and  words  found  there  be  analyzed  until  the  principles  of  con- 
traction are  thoroughly  mastered.  In  this  manner  success  may 
be  more  quickly  reached  and  thoroughness  attained. ) 

Able,  evil,  tree,  preacher,  labor,  tray,  eager,  glee,  Cain  or 
cane,  offer,  owner,  robber,  twill,  trip,  bray,  free,  flown,  plague, 
keeper,  vane,  plan,  subscriber,  dine,  than,  fine,  dry,  price,  fly, 
fray,  clay,  eagle,  plenty,  brain,  twenty,  extra,  drake,  apple, 


112  THE  SHORTHAND  REPORTER. 


dense,  tenses,  financial,  glow,  blow,  gray,  represent,  three,  ether, 
nation,  circle,  cases,  gazes,  prone,  trade,  grain,  rain,  vine,  earn, 
ration,  motion,  notion,  finger,  gander,  rough,  cleave,  bluff,  dwell, 
paymaster,  jester,  poster,  step,  cost,  signed,  treat,  meet,  might, 
feet,  about,  sent,  noted,  trained,  sprained,  necessity,  enslave, 
green,  none,  known,  felt,  letters,  senator,  priests,  tattle,  maker, 
paper,  petal,  total,  smoker,  anchor,  raker,  taper,  prime,  blight, 
piper,  croker,  ankle,  uncle,  table,  cooler,  people. 

KEY  TO  WORD  OUTLINES  FOR  ANALYSIS,  PLATE  2:  (Each  word 
will  be  pronounced  by  the  teacher,  who  will  ask  what  principle 
of  contraction  is  involved  in  this  word.  The  student  will  an- 
swer, and  then  write  the  word.) 

Basis,  doses,  choses,  causes,  gases,  hazes,  thesis,  erases, 
looses,  rises,  Texas,  snoozes,  sustain,  roses,  mazes,  masses,  nieces, 
noses,  clay,  glow,  draw,  flee,  queen,  clean,  glean,  oration,  Hes- 
sian, ambition,  motion,  nation,  run,  Dane,  ten,  fashion,  mis-* 
sion,  auction,  unpleasant,  sometimes,  presentation,  picture,  tell, 
more,  fulcrum,  paroxysm,  parlance,  carpet,  careless,  correct, 
course,  curse,  season,  system,  exhaust,  exactly,  expend,  forbade, 
forgave,  forget,  garnish,  freehold,  freedom,  frontier,  gladden, 
furnish,  fruit,  friend,  further,  glories,  gift,  gentle,  being,  gather, 
enchanter,  idea,  neither,  snowy,  render,  gone,  guarantee,  gos- 
pel, guilt,  example,  expire,  expired,  explain,  exhaustion,  ex- 
hort, export,  pension,  step,  state,  canst,  against,  coast,  dust, 
plug,  claim,  prime,  brick,  legal,  tolerable,  charm,  cheerless, 
moral,  golden,  court,  torment,  instructor,  real,  call,  morning, 
garment,  corn,  mourns,  rail,  near,  part,  told. 

KEY  TO  WORD  OUTLINES  FOR  ANALYSIS,  PLATE  3:  (Each  word 
is  to  be  pronounced  by  the  teacher,  who  will  ask  what  principle 
of  contraction  is  involved  in  this  word.  The  student  will  an- 
swer, and  then  write  the  word. ) 

Rather,  daughter,  gaiter,  position,  Peter,  pound,  inscribe, 
pin,  Ben,  ten,  dine,  one  or  won,  invasion,  panel,  ample,  black, 
other,  creek,  grieve,  honor,  tract,  desist,  pleased,  spring,  spray, 
straw,  struck,  scream,  seeker,  strive,  strip,  strength,  father, 
exemplify,  extend,  expense,  excellent,  finance,  final,  farther, 
finish,  finished,  elegance,  drain,  divulge,  done,  donate,  electro- 
type, edition,  down,  elegant,  chief,  embrace,  emerge,  enclose, 
engage,  enjoin,  entertain,  enter,  vane,  esteem,  estimate,  et  cet- 
era, diligence,  eulogy,  eternal,  devote,  deponent,  estop,  engrave, 
engraved,  observe,  cloudy,  reprove,  abstain,  thin,  pave,  lotion, 
tough,  beef,  scrap,  stream,  pens,  pins,  combines,  pines,  shines, 
man's,  runs,  Georgia,  girl,  present,  admiration,  man,  presented, 
clothed,  bloom,  decline,  can,  again,  shun,  freeman,  harper,  roller, 
insist,  romances,  neighbor,  sprightly,  trifle,  romantic,  certainly, 
execution,  exultation,  country,  chin,  gin,  known,  men. 


THE  SHORTHAND  REPORTER. 


113 


WORD  OUTLINES  FOR  ANALYSIS.    PLATE  No.  1. 


<--v 

\«  \.      \        1.     -=-«\       1.         c        I 

J.,...^ t >      •  »  °     ---H    *•     ---1— ...   \---d 

J* ^...^ C-T..-  A«> v; 

^*~         __D         _0     \        V                         /*         t,     "^ 
>^    ..^ — ^-J  ...        IT'  ...  A  ....  >   t      K  .....<-. V^  ...   \S 

•      ^ 

?...! 

,....j 

v 

^  •       v  \  !.  _     •j^:^^ 


114 


THE  SHORTHAND  REPORTER. 


WORD  OUTLINES  FOR  ANALYSIS.     PLATE  No.  2. 


THE  SHORTHAND  REPORTER. 


115 


WORD  OUTLINES  FOR  ANALYSIS.     PLATE  No.  3. 
J  V    ^>  ^  ^ 


•I," 


(  ...^,...^,..^...^...w..A.^. 

V»  y  • ' 


>^ 


&~. 


11    „ 


116  THE  SHORTHAND  REPORTER. 

SIGNS  FOR  COMMON  WORDS. 
(To  be  memorized.) 


-•-....-  ---------  .....  \.  .....  „%  ......  -<-....  '.....-„.. 

on,  the  a,  an,  and  all       of          to    too,  two  who    he     how 


~..°-  .......  .....  .).  .....  .(  .......  .....  x  ......  ^  ......... 

is  or  his  as  or  has  was      them        or       were     where      you 


I  but         in,  any          no  thing     language     long 

I       I  V  x 

-r l-' I N \- 

that  ought          it       at  or  out         by         be          to  be 

one        have  will  should       shall       which    much 

see         say      me,  from     may  are  our          if 


For      here,      her          did  do       had      we,     would   what 

hear  with 

DISPENSING  WITH  THE  VOWELS  AND  DIPH- 
THONGS. 

Q.  What  is  the  fifth  method  of  contracting  the  phono- 
graphic forms  for  the  purpose  of  verbatim  reporting  \ 

A.  Dispensing  with  the  vowels  and  diphthongs,  ex- 
cept in  rare  instances,  and  writing  the  outlines  in  cer- 
tain positions  to  imply  them. 

Q.  In  how  many  positions  may  phonographic  forms 
be  written  \ 

A.  In  three  positions. 


THE  SHORTHAND  REPORTER.  117 

Q.  "What  is  the  first  position,  and  what  vowels  are  im- 
plied by  writing  a  form  in  that  position  ? 

A.  The  first  position  is  above  the  line  of  writing. 
Horizontal  letters  are  written  about  the  height  of  the 
letter  T  above  the  line,  and  the  upright  letters  about 
one-fourth  their  length  above  the  line.  When  an  out- 
line is  written  in  this  position,  some  one  of  the  first- 
place  vowels  and  diphthongs  (e,  i,  a,  6,  I,  oi)  is  implied 
or  understood. 

EXAMPLE. 

<^    •*-    i     -    ^     Z.    £ 

Fees.      Seem.      Seed.       Seek.      Peace.     Chick.     Chalk. 


«-     t      —     V. 

(Without  vowels.) 

Q.  What  is  the  second  position,  and  what  vowels  are 
implied  by  writing  a  form  in  that  position  ? 

A.  The  second  position  is  on  the  line  on  which  we 
write.  If  the  first  consonant  of  an  outline  is  a  horizontal 
letter,  and  the  second  one  in  the  outline  is  a  descending 
upright  letter,  then  the  horizontal  letter  is  written  suffi- 
ciently high  above  the  line  for  the  second  consonant  to 
come  down  to  the  line.  This  exception  to  the  general 
rule  is  necessary  to  prevent  similar  forms  in  the  third 
position  from  coming  in  conflict  with  these  forms  of  the 
second  position.  As  stated,  the  general  rule  is  that 
forms  of  the  second  position  are  written  on  the  line. 

Q.  When  an  outline  is  written  in  this  position,  what 
vowels  and  diphthongs  are  implied  ? 

A.  One  of  the  second-place  vowels  or  diphthongs  (a, 
o,  e,  e,  u,  )  is  implied  or  understood. 

EXAMPLE. 

......  L-JL...-J  _____  P^x  _____  A.jsc^,..ZL  ........ 

Duck.     Deck.     Oak.      Came.        Come.       Foam.       Gate. 

—  I  -----  1  ---  .  ...    .  —  -  -^"•x  —      .  ./"-  x  «.!SN*-X.  ........  JL  ......... 

(Without  vowels.) 


118  THE  SHORTHAND  REPORTER. 

Q.  What  is  the  third  position,  and  what  vowels  are 
implied  by  writing  a  form  in  that  position  rt 

A.  The  third  position  is  through  the  line  for  the  up- 
right letters,  and  immediately  below  the  line  for  the 
horizontal  letters.  When  an  outline  is  written  in  this 
position,  some  one  of  the  third-place  vowels  or  diph- 
thongs (a,  a,  o,  p,  a,  ow,  u)  is  implied  or  understood. 


"  ll^"  /          '•'*'.'  •••      •^•••<       \'""'^^f~         \\     ' 


Bank.      Lamp.      Look.      Task.     Cube.      Mule.      Mouth. 


(Without  vowels.  ) 

Q.  Which  vowel  is  implied  or  understood  from  the 
position  of  the  outline  where  there  is  more  than  one  in 
the  word  ? 

A.  As  only  one  vowel  is  implied  or  understood  from 
the  position  of  the  outline,  that  vowel  will,  of  course, 
be  the  leading  one  of  the  word  —  its  accented  vowel. 

Q.  Upon  what  do  we  rely  in  determining  which  one 
of  the  particular  class  of  vowels  was  intended  to  be 
implied? 

A.  On  the  context  and  the  memory  of  the  writer,  as 
well  as  from  the  familiarity  ol  the  writer  with  the  out- 
lines of  words. 

Q.  When  is  it  advisable  to  insert  a  vowel  in  a  word 
outline? 

A.  In  proper  names  not  familiar,  in  new  words,  and 
in  forms  that  are  so  nearly  similar  as  to  be  mistaken  for 
forms  of  other  words. 

Q.  Give  an  illustration  of  forms  that  often  conflict, 
and  which  should  always  be  vocalized  ? 

A.  The  words  drinking,  drunk,  drank. 


THE  8HOETHAND  REPORTER.  119 

Q.  Where  two  outlines  belong  to  the  same  position 
and  conflict  with  each  other  to  any  great  extent,  what 
other  provision  is  made  in  the  interest  of  legibility? 

A.  One  of  them  may  be  written  in  another  position. 
Take  for  instance,  the  words,  these,  this,  those;  these 
and  this  belong  to  the  first  position,  but  we  write  these 
in  the  first  and  this  in  the  second.  Those  belongs  to 
the  second  position,  but  to  prevent  conflict  with  this 
we  write  it  in  the  third  position.  These  conflicts  are 
not  numerous,  the  context  generally  enabling  us  to  de- 
termine what  the  outline  was  intended  to  represent. 
Some  reporters  use  TH  in  the  first  position  for  these  to 
prevent  a  conflict  with  this  and  those. 

Q.  Is  there  a  general  rule  as  to  writing  words  in  po- 
sition? 

A.  Yes.  We  write  the  word  signs  in  position,  but  the 
great  bulk  of  writing  occupies  the  second  position.  The 
proper  plan,  as  already  stated,  is  to  learn  the  rules  of 
position  perfectly  and  practice  them  faithfully,  and 
then  in  actual  work  write  without  thinking  of  position, 
trusting  all  to  habit  of  writing,  except  where  it  is  neces- 
sary to  put  a  word  absolutely  in  some  position. 

NOTE.  —  So  much  has  been  said  about  position  heretofore  that 
it  is  not  necessary  to  further  illustrate  this  subject  at  this  time. 
We  simply  wish  to  emphasize  the  Subject  here  in  its  proper  posi- 
tion in  the  book  as  a  method  of  shortening  the  phonographic 
forms  for  verbatim  reporting. 

SENTENCE-MAKING. 


\\     ...A     ..............   X    ..X>  .............  ^  ...........  »*... 

KEY:  Pick  up  the  pig,  if  you  can  catch  it.     Knock  at  the  door 
before  you  enter.     Above  is  the  blue  sky. 


120  THE  SHORTHAND  REPORTER. 

OMISSION  OF  A  PART  OF  THE  OUTLINE. 

NOTE.  —  The  student  will  learn,  as  he  progresses  in  this  art,  that 
any  part  of  an  outline  may  be  omitted  that  does  not  destroy  its 
legibility;  but  as  a  rule  to  guide  the  student  at  this  stage  of 
his  work,  certain  parts  of  the  outlines  of  words  may  be  omitted 
when  they  come  under  either  of  the  following  five  classes.  Look 
carefully  for  such  words  in  the  exercises  of  the  practical  depart- 
ment, and  fix  these  short,  simple  directions  indelibly  in  the  mind. 

Q.  What  is  the  sixth  method  of  contracting  the  pho- 
nographic forms  ? 

A.  It  is  by  the  omission  of  a  certain  part  of  the  con- 
sonant outlines  of  words. 

Q.  What  part  of  the  consonant  outlines  of  words  may 
be  omitted? 

A.  Where  no  word  sign  is  provided  a  part  of  the  out- 
line in  a  few  classes  of  words  may  now  be  omitted. 

Q.  Will  you  mention  these  classes  of  words,  illustra- 
ting each  class? 

A.  (1)  P  occurring  immediately  between  m  and  k,  or 
t,  or  any  syllable  pronounced  shun;  as  [^  ,  tempt.    If  de- 
sired P  may  be  expressed,  as  usual,  by  shading  M. 
EXAMPLES. 


Consumption.  Pumpkin.  Exemption. 

(2)  T  coming  after  s  and  followed  by  another  conso- 
nant when  it  cannot  be  conveniently  made;  as    sr£~, 
mostly.     (See  words  postcript,  testament,  testimony, 
and  adjustment  in  exercise  following.  ) 

EXAMPLE. 

((•  ...............   Ur-  ..............................................  •'  ...... 

Lastly.  Domestic.      Investigate.         Mistake.  Postal  card. 

(3)  K  and  g  after  ng. 

EXAMPLE. 


Sanction.  Anxious.  Distinction. 


THE  SHORTHAND  REPORTER.  121 

(4)  N,  followed  by  s  when  coming  in  an  angle  in  the 
outlines  of  words,  may  be  omitted. 

EXAMPLE. 

Transaction.        Transport.  Counsel.  Counselor. 

(5)  K,  sometimes,  when  preceding  the  syllables  pro- 
nounced shun  or  zhun  in  words  of  more  than  two  sylla- 
bles; as  qualification,  jurisdiction,  benediction,  etc.,  in 
exercise  below. 

EXAMPLE. 


-t i ^ v, 

Instruction.      Direction.        Resurrection.  Specification. 

(6)  R  from  the  outline  of  words  containing  skr,  ex- 
cept in  the  words  scribe,  inscribe,  and  ascribe;  and  n 
before  s  in  forms  where  circle  s  is  used  between  two 
other  consonants;  as  'J^.  transcript. 


EXAMPLE. 

Scribe.  Inscribe.     Ascribe.       Describe.  Manuscript. 

NOTE.  —  The  student  will  find  many  examples  of  these  omis- 
sions scattered  through  the  pages  following. 

EXERCISE. 


...............  \  ..................  .?• 


KEY.  —  Postscript,  testament,  testimony,  qualification,  justifi- 
cation, adjustment,  prediction,  jurisdiction,  mostly. 


122  THE  SHORTHAND  REPORTER. 

SYLLABIC  SIGNS. 

Q.  What  is  the  seventh  method  of  contracting  the 
forms  for  purposes  of  verbatim  reporting? 

A.  By  the  use  of  brief  signs  for  the  common  sylla- 
bles of  words. 

Q.  Give  the  signs  for  these  syllables  as  I  name  them: 
Con,  com,  cum,  cog. 

A.  (1)  When  the  syllable  comes  at  the  beginning  of  a 
word  it  may  be  represented  by  a  dot  before  the  remain- 
ing part  of  the  outline;  as,  convey,  ^ 

(2)  When  the  syllable  occurs  at  any  intermediate 
point  in  a  word,  the  preceding  and  the  following  part 
of  the  word  is  disjoined  to  imply  the  syllable;  as,  rec- 
ompense, x"X\ 

(3)  If  the  syllable  is  repeated,  repeat  the  dots  one 
above  the  other;  as,  concomitant,  j. 

Q.  Do  practical  reporters  always  use  the  dot  or  dis- 
join the  outline  to  imply  these  syllables? 

A.  They  do  not.  They  become  so  familiar  with  the 
outlines  that  they  omit  the  dot,  and  also  in  many  in- 
stances omit  the  breaking  of  the  outline,  and  rely  on  the 
context  to  enable  them  to  read  the  word. 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 

A.  Combine,  combined,  combination,  commence, 
commenced,  commences,  compel,  complete,  com- 
pletely, comply,  compliance,  compliment,  compliment- 
ary, conceive,  concentrate,  console,  consequent,  con- 
sequence, consequential,  consider,  consist,  consistent, 
consistence,  consume,  convert,  contain,  contained  or 
content,  contains,  contingent,  continue,  continuance, 
contract,  contrast,  contrary,  contrive,  incomplete,  re- 
commence, misconstrue,  decompose,  recommend,  mis- 
conduct, nonconductor,  discompose,  incumbent,  encum- 
bered, disencumbered,  inconsiderable,  inconsistent. 


THE  SHORTHAND  REPORTER.  123 

Q.  What  sign  represents  ing,  ings,  ingly? 

A.  Ing  is  represented  by  a  dot  following  the  preceding 
part  of  the  word  or  the  stroke  Ng;  "ings"  by  a  circle  in 
the  same  position  as  the  ing  dot  or  Ng  stroke  with  s, 
and  "ingly"  by  a  short  dash  in  place  of  ing  dot  and  at 
right  angles  to  the  letter,  or  if  preferred,  slightly  slop- 
ing; or  Ng  with  the  L  hook.  As  seeing,  J  under- 

standingly,  ^  As  to  which  of  these  is  best  is  left  to  the 
the  judgment  of  the  writer  after  studying  the  several 
forms  given.  Ing  preceding  the  words  a,  an,  and,  and 
the  may  be  represented  by  a  small  curve  sign  for  the, 
and  a  small  dash  for  a  or  an.  As  /?\,  reporting  the, 
i  doing  a. 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 

A.  Hearing,  flying,  doing,  tasting,  adding,  trying, 
dying,  morning,  doings,  hoeings,  meetings,  knowingly, 
exceedingly,  understandingly,  sneakingly,  provokingly. 

Q.  What  sign  represents  counter,  contri,  contra,  con- 
tro? 

A.  They  are  represented  by  a  sloping  tick  preceding 
the  remaining  part  of  the  outline.  As  counterfeit,  <, 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 

A.  Countersign,  countermand,  counteract,  counter- 
balance, contradict. 

Q.  What  signs'  represent  ter,  der,  ther,  and  some- 
times tor  and  ture  ? 

A,  They  are  represented  by  the  ter  hook  on  straight 
letters;  as  gather,  3  ;  by  doubling  ray  and  the  curved 
letters  except  y,  zh,  ng,  m-p,  as  mother,  X-T-N  ;  by 
doubling  the  straight  letters  that  have  a  final  hook  oth- 
er than  the  ter  hook,  as  gander, ? 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 


124:  THE  SHORTHAND  REPORTER. 


A.  Cater,  eater,  repeater,  brother,  gather,  brethren, 
mother,  tender,  father. 

Q.  What  signs  represent  ed,  ted,  ded? 

A.  They  are  represented  by  a  half-length  t  or  d  respec- 
tively. Where  the  t  or  d  cannot  be  conveniently  joined, 
as  after  d,  the  halved  t  or  d  may  be  turned  slightly  in  tho 
direction  of  ch.  As,  dated,  \.  The  sign  for  these  syl- 
lables may  be  written  upward  if  it  occurs  at  the  end  of  a 
word,  and  cannot  be  conveniently  written  downward. 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 

A.  Acted,  tended,  noted,  consented. 

Q.  What  sign  represents  magni,  magna,  magne, 
magnan  ? 

A.  They  are  represented  by  the  letter  m  immediately 
before  the  following  part  of  the  outline  of  the  word. 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  sounds: 

A.  Magnitude,  Magna  charta,  magnify. 

Q.  What  signs  represent  ble  and  bly  ? 

A.  These  are  represented  by  b  with  the  1  hook,  or  by 
b  alone  where  the  hook  cannot  be  conveniently  made. 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 

A.  Admissible,  attainable,  profitable,  stable,  suitable, 
noble,  tremble. 

Q.  What  signs  represent  less,  ness,  lessness  ? 

A.  These  are  generally  written  by  the  usual  phono- 
graphic letters,  1  and  s  circle,  and  n  and  s  circle  respec- 
tively. In  long  outlines  ness  may  be  represented  by  \ 
the  n  hook  made  into  an  ns  circle.  As  peaceableness,  \ 
fondness,  W_j»  Less  and  ness  are  joined  in  one  word  by 
Is  disjoined  or  struck  through  preceding  consonant;  as 

restlessness,  /?f> 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 


THE  SHORTHAND  REPORTER.  125 

A.  Kindness,  peaceableness,  profitableness,  gladness, 
coldness,  goodness,  blindness,  shameless,  needless,  end- 
less. 

Q.  What  sign  represents  cir,  ser,  sur? 

A.  These  are  represented  by  ray  with  the  s  circle. 
As  circle,  oXx< — 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs* 

A.  Circuit,  circles,  circus,  surpass. 

Q.  What  sign  represents  cat,  cot,  cut,  coot? 

A.  These  are  represented  by  a  half-length  k.  As  cut- 
worm, ~2_^ 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 

A.  Catalogue,  cottage,  cotton,  cut,  cutlery. 

Q.  What  sign  represents  par,  per,  pur,  par  ? 

A.  They  are  represented  by  p  with  the  r  hook.  As 
purple,  c\ 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 

A.  Purple,  paradise,  paralyze,  perish,  perishable, 
parable,  parch. 

Q.  What  sign  represents  re  before  1  or  rel  ? 

A.  Ray  with  the  1  hook.     As  relative,    ^^ 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 

A.  Rail,  relator,  relinquish,  relic,  reliable,  real,  rule, 
barrel,  relish.  (See  plate  of  syllabic  signs. ) 

Q.  What  sign  represents  mal,  mil,  mol,  mul? 

A.  M  with  the  1  hook.     As  promulgate,  ""v-^ 

Q.  Write  the  following  words  found  on  the  plate  of 
syllabic  signs: 

A.  Enamel,  melancholy,  camel,  promulgate,  promul- 
gated, only. 


126 


THE  SHORTHAND  REPORTER. 


SYLLABIC  SIGNS. 


THE  SHORTHAND  REPORTER.  127 

Q.  How  is  new  represented  in  word  outlines  ? 
A.  By  n  or  in  short  words  where  it  can  be  conven- 
iently made  by  nu. 


New  Testament.        Newnan.  Newborn. 

Q.  What  sign  represents  hood? 
A.  A  half-length  h. 


Neighborhood.     Brotherhood.     Sisterhood.     Manhood. 

Q.  What  sign  best  represents  with  ? 
A.  If  the  word  sign  for  with  can  be  used,  we  use  that; 
otherwise  we  use  th. 


< 


Without.        Within.  Withstand.        Withdrawn. 

Q.  What  sign  best  represents  in,  un,  en  before  s  and 
sr? 

A.  The  ins  and  insr  hooks  respectively.  See  Syl- 
labic Signs,  Plate  2,  for  outlines  of  the  following  words: 
Instruct,  instructor,  unscrew,  unstrung,  unstrained,  in- 
sure, instrument. 

Q.  What  sign  best  represents  cal,  cull,  kill,  and  kell? 

A.  K  with  the  1  hook.  See  Syllabic  Signs,  Plate  2, 
for  outlines  of  the  following  words:  Calico,  calcine,  cal- 
culate, culprit,  kill,  called,  kildee,  culminate,  kiln-dry, 
kilogram,  calendar. 

Q.  What  syllables  best  represent  car,  cor,  cur,  chr? 

A.  K  with  r  hook.  See  Syllabic  Signs,  Plate  2,  for 
outlines  of  the  following  words:  Corner,  carpet,  carbon, 
chronic,  chromatic,  correspond,  correspondent,  currency. 

Q.  What  sign  best  represents  irre  to  give  negative 
meaning  to  words  ? 


128  THE  SHORTHAND  REPORTER. 

A.  Ray  with  the  r  hook.  The  sign  may  be  joined  or 
disjoined.  Experienced  reporters  always  join  them.  See 
Syllabic  Signs,  Plate  2,  for  outlines  of  the  following 
words:  Irreconcilable,  irreconcilableness,  irrecoverable, 
irregular,  irregularity,  irreligion,  irreligious,  irrepara- 
ble, irreproachable,  irresistible,  irresolute,  irrespective, 
irresponsible,  irretrieve,  irrigate,  irritable. 

Q.  What  signs  best  represent  antial  and  ential  ? 

A.  The  n  hook  on  long  outlines,  and  if  desired  on 
shorter  ones  the  sign  for  sh.  See  Syllabic  Signs, 
Plate  2,  for  outlines  of  the  following  words:  Substantial, 
unsubstantial,  super-substantial,  circumstantial,  creden- 
tial, prudential. 

Q.  What  sign  will  best  represent  ty  and  ity  at  the 
end  of  words? 

A.  Halving  the  last  consonant.  This  is  useful  after 
1  and  r  in  many  cases.  See  Syllabic  Signs,  Plate  2,  for 
outlines  of  the  following  words:  Property,  prosperity, 
peculiarity,  regularity. 

Q.  What  is  the  best  sign  to  represent  ology,  ological, 
©logically? 

A.  J  joined  or  disjoined  when  not  convenient  to  write 
the  outline.  The  st  loop  is  used  to  add  st  as  in  ologist. 
See  Syllabic  Signs,  Plate  2,  for  outlines  of  following 
words:  Geology  or  geological,  theology  or  theological, 
pathology  or  pathological,  mythology  or  mythological. 

Q.  What  sign  best  represents  ography,  ographer, 
ographic,  ©graphical,  ©graphically? 

A.  G  with  the  r  hook  when  it  can  be  made;  otherwise, 
g  alone.  See  Syllabic  Signs,  Plate  2,  f6r  outlines  of  the 
following  words:  Geography  —  ographer,  ographic, 
©graphical,  ©graphically.  Biography — ographer,  ©graph- 
ical, ©graphically.  Chirography — ographer,  ographic, 
©graphical,  ©graphically.  Autography  —  ographer, 
ographic,  ©graphical,  ©graphically.  Typography — 
ographer,  ©graphical,  ©graphically. 


THE  SHORTHAND  REPORTER. 


129 


SYLLABIC  WORD  SIGNS. — PLATE  2. 

T  ?  f  J*        A.          tl 

._....  ....  J^. c^.l:.1_ 

<~,  "~^  I 


(»0 


? a 

^    n 


130  THE  SHORTHAND  REPORTER. 

Q.  What  sign  best  represents  s-shun  as  heard  in  the 
outlines  of  words  ? 

A.  They  are  represented  by  the  s-shun  hook.  See 
Syllabic  Signs,  Plate  2,  for  outlines  of  following  words: 
Opposition,  position,  possession,  precision,  procession, 
appreciation,  question,  accession,  accusation,  decision, 
secession,  cessation,  proposition,  supposition. 

Q.  What  sign  best  represents  n-shun  and  ns-shun  ? 

A.  The  n-shun  and  the  ns-shun  hooks.  See  Syllabic 
Signs,  Plate  2,  for  outlines  of  the  following  words: 
Tension  or  contention,  attention,  detention,  retention, 
inattention,  distention,  apprehension,  transition,  conden- 
sation, organization,  combination. 

Q.  What  sign  best  represents  the  various  syllables 
pronounced  shun? 

A.  The  shun  hook.  See  Syllabic  Signs,  Plate  2,  for 
outlines  of  the  following  words:  Option,  compassion, 
passion,  edition,  condition,  addition,  objection,  caution, 
action,  fashion,  vision,  session,  oration,  Hessian,  notion, 
motion,  ambition,  ration,  occupation,  lesion. 

Q.  What  sign  represents  dil,  del,  dol,  dul  ? 

A.  They  may  be  represented  by  d  with  the  1  hook. 

.  JL  ..........  Jt  ........  J  ..........  J  ...............  X  ...........  kf.. 

Delicate.  Delve.     Deluge.        Diligence.      Diligent.        Dolphin. 
Q.  What  sign  represents  fir,  fur,  fer,  fare? 
A.  They  may  be  represented  by  f  with  the  r  hook. 


Firmament.     Furnish.         Furniture.          Furnished. 
Q.   What  signs  may  represent  fil,  phil,  f  ul,  fool  ? 
A.  They  may  be  represented  by  f  with  the  1  hook. 


Philosophy.          Phlegm.  Foolscap.  Fulfill. 


THE  SHORTHAND  REPORTER.  131 

Q.  What  sign  may  represent  ment,  after  a  hook, 
when  the  usual  sign  for  ment  cannot  be  used  ? 
A.  A  half  -circle  joined  to  the  hook. 


Abandonment.    Contentment.      Attainment.  Intendment. 

Q,  How  may  mental  and  mentality  be  expressed  ? 

A.  By  the  usual  sign  for  ment  disjoined.  It  may  be 
joined  sometimes  where  no  difficulty  arises  in  reading. 
Mentality  may,  if  desired,  be  expressed  by  ment  with  a 
half-length  1  attached. 

V       or    a,  or, 

'^  ........  " 


Instrument.  Instrumentality.  Rudimental. 

Q.  What  sign  may  represent  une  and  uni  ? 
A.  Y  with  the  n  hook. 


~<  ............  ............  c~  ........... 


Uniform.  Unite.          Union  or         Communication. 

Communion. 

Q.  How  may  uate,  uator,  uation  be  represented? 

A.  By  the  little  triple  vowel  sound  "ua."  If  desired, 
a  very  small  hook  may  be  turned  above  for  shun  and 
below  for  tor,  etc. 

.........................  fL  ...................  .T^~.  ........ 

Graduate.  Situate.  Infatuate. 

Q.  What  signs  may  represent  is,  es,  as,  os,  us  in 
word  outlines  when  immediately  followed  by  t  ? 

A.  If  at  the  beginning  of  a  word,  by  a  half-length  s; 
if  after  an  s  circle  or  any  of  its  loops,  by  the  st  loop  on 
the  same  side  of  the  stem  letter.  At  the  end  of  a  word 
the  half-length  s  may  be  made  upward  if  necessary. 


W  ............    .................  X- 

Elocutionist.  Fastest.  Estimate.  Asthma. 


132 


THE  SHORTHAND  REPORTER. 


Q.  What  sign  best  represents  ex  and  egs  ? 
A.  For  the  sound  eks  we  use  k  with  the  circle  s,  and 
for  the  sound  egs  we  use  g  with  the  s  circle. 


-v 

Extra.  Exercise.        Exhibit.  Extract. 

Q.  What  sign  best  represents  exas  ? 
A.  G  with  the  sez  circle;  as  exasperate,        X^ 
Q.  What  sign  best  represents  sus,  ses,  sez,  etc.  ? 
A.  The  ses  circle. 

...9    ............  f  ...........       .  ..............  V    ........ 

<y  6 

Suspend.          Roses.          Chances.          Pounces. 
Q.  What  sign  best  represents  nil,  nel,  nal,  nol,  nul? 
A.  N  with  the  1  hook. 


Nullify.  Nullity.  Nelson.  Funnel. 

Q.  What  sign  best  represents  ler,  lor,  lar,  etc.  ? 
A.  L  with  the  r  hook. 


Learn.         Learned.  Unlearned.  Parlor.  Roller. 

Q.  What  sign  best  represents  enter,  inter,  intro? 

A.  Enter  and  inter  are  represented  by  a  double  length 
n,  and  intro  and  under  by  a  half-length  n  joined  or  dis- 
joined to  succeeding  part  of  word.  The  outline  of  each 
is  written  in  its  proper  position. 


..........    o 

Enterprise.        Introduce.        Intercept.  Interline. 

Q.  What  sign  best  represents  ship  ? 
A.  Sh  joined  or  disjoined. 


9 


Lordship.        Friendship. 


y ' 

Stewardship. 


Flagship. 


THE  SHORTHAND  REPORTER.  133 

Q.  How  can  we  represent  am,  em,  um,  im  in  connec- 
nection  with  p  and  b  ? 
A.  By  the  mp  sign. 


~ 

J 


Ambition.      Ambitious.  Perambulate.  Amplify. 

Q.  What  sign  best  represents  vil,  val,  vol,  vul? 
A.  V  with  the  1  hook. 


Valve.  Vulgar.  Value.  Village. 

Q.  What  sign  represents  fore,  afore,  and  form  ? 
A.  F  or  f  with  the  r  hook,  also  in  a  few  words  by  the 
f  hook,  or  by  the  entire  word  outline. 


Before.  Uniform.        Aforethought. 

Q.  What  sign  represents  ever  and  soever  ? 

A.  The  stroke  v  generally,  and  in  a  few  words  the  v 
hook,  or  the  stroke  v  with  the  r  hook  is  used  to  repre- 
sent ever.  Soever  is  represented  by  the  circle  or  the 
stroke  s  prefixed  to  the  sign  for  ever. 


/ 


Ever.  Never.          Whatever.     Whichever.     Whatsoever. 

Q.  What  sign  is  used  to  represent  self  and  selves  ? 

A.  Self  at  the  beginning  of  a  word  is  represented  by 
circle  s  before  the  remaining  part  of  the  word.  Selfish 
may  be  represented  by  s  circle  joined  to  sh,  and  unself- 
ish by  the  same  sign  with  ins  hook  added.  At  the  end 
of  a  word  self  is  represented  by  s  circle,  generally  joined. 


134  THE  SHORTHAND  REPORTER. 

Selves  is  represented  by  sez  circle  joined  or  disjoined, 
preferably  joined. 

->.. 


Self-defense.        Themselves.        Myself.        Selfish.       Unselfish. 

Q.  What  is  the  sign  for  after  in  word  outlines? 
A.  As  a  prefix,  after  is  represented  by  a  double-length 
f  ;  as  a  suffix,  by  a  half-length  f. 

*         V        V 

L  ............  *  ................  -•  ........................ 

After.     Afternoon.     Hereafter.  Hereinafter. 

Q.  What  is  the  eighth  method  of  contracting  phono- 
graphic forms  for  the  purpose  of  verbatim  reporting  ? 

A.  By  the  use  of  brief  signs  for  common  words. 

Q.  What  are  these  signs  called  ? 

A.  They  are  called  word  signs. 

Q.  How  many  classes  of  word  signs  are  there? 

A.  There  are  two. 

Q.  Will  you  name  them  ? 

A.  (1)  Small  characters  agreed  upon  to  represent  ar- 
bitrarily a  few  common  and  often-recurring  words. 

(2)  Word  signs  proper,  which  consist  of  such  parts 
of  the  consonant  outline  as  will  most  readily  suggest  the 
word  which  the  full  outline  represents. 

Q.  In  what  position  are  word  signs  generally  writ- 
ten? 

A.  Word  signs  are  written  in  one  of  the  three  posi- 
tions prescribed  for  the  consonant  outlines,  each  word 
sign  being  written  in  the  same  position  the  full  outline 
would  occupy.  The  vowels  and  diphthongs  are  implied 
in  the  same  manner  as  for  the  full  outlines.  See  chap- 
ter on  "Dispensing  with  the  Signs  for  Vowels  and  Diph- 
thongs." 


THE  SHORTHAND  REPORTER.  135 

Q.  How  do  we  form  the  plural  of  word  signs  or  ex- 
press the  possessive  case  of  words? 

A.  The  circle  S  may  be  added  to  the  sign  of  any  word 
to  express  its  plural  number  or  possessive  case. 

Q.  Is  the  list  of  word  signs  complete  in  this  book,  or 
may  others  be  formed  as  needed  ? 

A.  Additional  word  signs  may  be  formed  as  needed, 
under  the  second  plan  above.  Those  given  in  the  fol- 
lowing pages  will  be  found  adequate  for  general  pur- 
poses. Sometimes,  however,  it  is  necessary  to  make  a 
report  upon  a  particular  subject  which  abounds  in  new 
or  difficult  words,  and  then  it  will  be  found  advanta- 
geous to  form  contracted  signs  for  their  representation. 
In  every  business  in  which  a  stenographer  may  be  en- 
gaged, he  should  make  up  a  list  of  the  most  frequently 
recurring  words  used  in  that  business,  and  form  word 
signs  for  them.  Each  business  has  its  own  peculiar 
technical  terms,  and  it  would  be  impossible  for  one  text- 
book to  embrace  them  all. 

NOTE. — The  student  has  already  learned  over  seven  hundred 
word  signs,  which  have  been  used  to  illustrate  the  different 
methods  of  contracting  the  phonographic  forms.  By  learning 
the  word  signs  as  illustrating  principles,  and  not  by  memory,  the 
student  of  this  system  of  shorthand  has  become  an  intelligent 
writer  of  the  art.  The  old  way  of  memorizing  a  long  list  of 
word  signs,  which  burden  the  memory  and  retard  the  advance 
of  the  pupil,  has  no  place  in  this  book.  Here  we  learn  every- 
thing by  principles,  and  when  these  are  correctly  understood  we 
write  phonography  as  we  write  English,  without  hesitation,  and 
without  any  burden  upon  the  memory  whatever.  Now  let  the 
student  go  over  these  lists  of  words  in  review  here,  leaving  out 
all  the  vowels  and  diphthongs;  and  when  the  proper  method  of 
writing  any  word  is  not  understood,  turn  back  to  the  heading 
under  which  it  is  found,  and  master  the  principle  that  controls 
it,  that  there  may  not  be  trouble  with  it  again. 

Write  the  following  words  which  were  used  in  illus- 
trating the  use  of  hooks  in  contracting  phonographic 
forms,  leaving  off  the  vowels  and  diphthongs:  Place, 


136  THE  SHORTHAND  REPORTER. 

blow,  flay,  plea,  play,  plow,  ankle,  uncle,  cloth,  table, 
tries,  progress,  pray,  tray,  maker,  paper,  smoker,  an- 
chor, raker,  pickle,  able,  blames,  flaw,  glee,  Blake, 
bleak,  noble,  evil,  f umer,  clamor,  grammar,  trunk,  croak- 
er, meter,  trouble,  plug,  black,  cream,  owner,  claim, 
dwell,  twig,  quick,  quake,  twill,  twice,  insolvent,  un- 
screw, unstrung,  unseemly,  inseparable,  enslave,  coffee, 
pan,  Ben,  run,  men,  none,  moon,  man,  ten,  lone,  beef, 
above,  buff,  pave,  deaf,  chafe,  edition,  auction,  motion, 
fashion,  passion,  action. 

Colony,  near,  pure,  correct,  course,  till,  tell,  more, 
moor,  cure,  secure,  charm,  cheerless,  dear,  nor,  corpus, 
north,  kill,  call,  dark,  car,  string,  supper,  bones,  strange, 
Jones,  response,  spring,  fling. 

Write  the  following  words  from  the  second  method  of 
contracting  words:  Races,  roses,  bounces,  sister,  exer- 
cise, pieces,  noses,  suspicion,  Moses,  cases,  causes, 
pounces,  prances,  dances,  dunces,  exercises,  past,  post, 
roast,  coast,  most,  stole,  steam,  step,  state,  canst, 
against,  danced,  punster,  spinster,  coaster,  duster,  regis- 
ter, posts,  posters,  nests,  coasts,  coasters,  necessity,  test, 
distinct,  vest,  Webster,  impost,  success,  suppose,  losses, 
choses,  disposes. 

Write  the  following  words  from  the  third  method  of 
contracting  words:  Effect,  fact,  correct,  liked,  catalogue, 
ten,  tent,  gets,  bound,  fight,  sent,  good,  print,  intent, 
wring,  paint,  made,  saved,  felt,  spent,  writing,  light, 
get,  gets,  breed,  trained,  bend,  sprained,  vent,  friend, 
need,  God,  stand. 

Write  the  following  words  from  the  fourth  method  of 
contracting  the  forms:  Lawyer,  measure,  September, 
finger,  anchor,  mother,  father,  gander,  letter,  enter, 
neither,  printer,  tender,  render,  ponder,  pointer,  kind- 
er, pander,  ponderance,  bender,  banter,  binder,  char- 
ter, dander,  joinder,  ranter,  enchanter,  encounter,  blun- 
der. 


THE  SHORTHAND  REPORTER.  137 

Write  the  following  words  from  the  Review  Chapter, 
on  principles  of  contraction: 

Able,  evil,  tree,  preacher,  labor,  tray,  eager,  glee,  Cain  or 
cane,  offer,  owner,  robber,  twill,  trip,  bray,  free,  flown,  plague, 
keeper,  vane,  plan,  subscriber,  dine,  than,  fine,  dry,  price,  fly, 
fray,  clay,  eagle,  plenty,  brain,  twenty,  extra,  drake,  apple, 
dense,  tenses,  financial,  glow,  blow,  gray,  represent,  three,  ether, 
nation,  circle,  cases,  gazes,  prone,  trade,  grain,  rain,  vine,  earn, 
ration,  motion,  notion,  finger,  gander,  rough,  cleave,  bluff,  dwell, 
paymaster,  jester,  poster,  step,  cost,  signed,  treat,  meet,  might, 
feet,  about,  sent,  noted,  trained,  sprained,  necessity,  enslave, 
green,  none,  known,  felt,  letters,  senator,  priests,  tattle,  maker, 
paper,  petal,  total,  smoker,  anchor,  raker,  taper,  prime,  blight, 
piper,  croker,  ankle,  uncle,  table,  cooler,  people. 

Basis,  doses,  choses,  causes,  gases,  hazes,  thesis,  erases, 
looses,  rises,  Texas,  snoozes,  sustain,  roses,  mazes,  masses,  nieces, 
noses,  clay,  glow,  draw,  flee,  queen,  clean,  glean,  oration,  Hes- 
sian, ambition,  motion,  nation,  run,  Dane,  ten,  fashion,  mis- 
sion, auction,  unpleasant,  sometimes,  presentation,  picture,  tell, 
more,  fulcrum,  paroxysm,  parlance,  carpet,  careless,  correct, 
course,  curse,  season,  system,  exhaust,  exactly,  expend,  forbade, 
forgave,  forget,  garnish,  freehold,  freedom,  frontier,  gladden, 
furnish,  fruit,  friend,  further,  glories,  gift,  gentle,  being,  gather, 
enchanter,  idea,  neither,  snowy,  render,  gone,  guarantee,  gos- 
pel, guilt,  example,  expire,  expired,  explain,  exhaustion,  ex- 
hort, export,  pension,  step,  state,  canst,  against,  coast,  dust, 
plug,  claim,  prime,  brick,  legal,  tolerable,  charm,  cheerily, 
moral,  golden,  court,  torment,  instructor,  real,  call,  morning, 
garment,  corn,  mourns,  rail,  near,  part,  told. 

Rather,  daughter,  gaiter,  position,  Peter,  pound,  inscribe, 
pin,  Ben,  ten,  dine,  one  or  won,  invasion,  panel,  ample,  black, 
other,  creek,  grieve,  honor,  tract,  desist,  pleased,  spring,  spray, 
straw,  struck,  scream,  seeker,  strive,  strip,  strength,  father, 
exemplify,  extend,  expense,  excellent,  finance,  final,  farther, 
finish,  finished,  elegance,  drain,  divulge,  done,  donate,  electro- 
type, edition,  down,  elegant,  chief,  embrace,  emerge,  enclose, 
engage,  enjoin,  entertain,  enter,  vane,  esteem,  estimate,  et  cet- 
era, diligence,  eulogy,  eternal,  devote,  deponent,  estop,  engrave, 
engraved,  observe,  cloudy,  reprove,  abstain,  thin,  pave,  lotion, 
tough,  beef,  scrap,  stream,  pens,  pins,  combines,  pines,  shines, 
man's,  runs,  Georgia,  gulf,  present,  admiration,  man,  presented, 
clothed,  bloom,  decline,  can,  again,  shun,  freeman,  harper,  roller, 


138  THE  SHORTHAND  REPORTER. 

insist,  romances,  neighbor,  sprightly,  trine,  romantic,  certainly, 
execution,  exultation,  country,  chin,  gin,  known,  men. 

Write  the  following  words  taken  from  the  fifth 
method  of  writing  words:  Fees,  seem,  seed,  seek, 
peace,  chick,  chalk,  duck,  deck,  oak,  came,  come,  foam, 
gate. 

Write  the  following  words  from  the  sixth  method  of 
contracting  phonographic  forms:  Tempt,  sanction,  most- 
ly, instruction,  transcript. 

Write  the  following  words  from  the  seventh  method 
of  contracting  phonographic  forms:  Combine,  combined, 
combination,  commence,  commenced,  completely,  com- 
ply, compliance,  compliment,  complimentary,  conceive, 
concentrate,  console,  consequent,  consequence,  conse- 
quential, consider,  consist,  consistent,  consume,  con- 
vert, contain,  content,  contains,  contingent,  continue, 
continuance,  contract,  contrast,  contrary,  contrive,  in- 
complete, recognize,  misconstrue,  decompose,  recom- 
mend, misconduct,  nonconductor,  discompose,  incum- 
bent, encumbered,  disencumbered,  inconsiderable,  in- 
consistent, hearing,  flying,  doing,  tasting,  adding,  try- 
ing, dying,  morning,  doings,  hearings,  meetings,  know- 
ingly, exceedingly,  understandingly,  sneakingly,  pro- 
vokingly,  countersign,  countermand,  counteract,  coun- 
terbalance, contradict,  actor,  eater,  repeater,  brother, 
gather,  brethren,  mother,  tender,  father,  acted,  con- 
tended, ended,  consented,  magnitude,  Magna  Charta, 
magnify,  admissible,  tenable,  profitable,  stable,  suitable, 
noble,  tremble,  kindness,  peaceableness,  profitableness, 
gladness,  coldness,  goodness,  blindness,  shameless,  need- 
less, endless,  circuit,  circles,  circuits,  surpass,  catalogue, 
cottage,  cotton,  cut,  cutlery,  parable,  paradise,  paralyze, 
perish,  perishable,  purple,  parch,  rail,  relator,  relin- 
quish, relic,  reliable,  real,  rule,  barrel,  realize,  enamel, 
melancholy,  camel,  promulgate,  promulgated,  only,  del- 
icate, delve,  deluge,  diligence,  diligent,  dolphin,  firkin, 


THE  SHORTHAND  REPORTER.  139 

firmament,  furnish,  furniture,  furnished,  philosophy, 
phlegm,  Philip,  foolscap,  phlox,  fulfill,  abandonment, 
contentment,  attainment,  intendment,  instrument,  in- 
strumentality, rudimental,  uniform,  unite,  union,  triune, 
communicate,  graduate,  situate,  infatuate,  elocutionist, 
fastest,  estimate,  asthma,  extra,  exert,  exercise,  exhaust, 
exhibit,  sustain,  suspend,  roses,  chances,  pounces,  nulli- 
fy, nullity,  Nelson,  funnel,  nullification,  learn,  learned, 
unlearned,  parlor,  roller,  enterprise,  introduce,  inter- 
cept, interline,  lordship,  friendship,  stewardship, 
flagship,  ambition,  ambitious,  promulgate,  amplify, 
valve,  vulgar,  value,  village,  before,  uniform,  afore- 
thought, ever,  never,  whatever,  whenever,  whichever, 
whatsoever,  self-defense,  themselves,  myself,  selfish,  un- 
selfish, after,  afternoon,  hereafter,  hereinafter,  New 
Testament,  Newnan,  newborn,  newer,  neighborhood, 
brotherhood,  sisterhood,  manhood,  without,  within, 
withstand,  withdrawn,  instruct,  instructor,  unstrung, 
unstrained,  insure,  calico,  calcine,  calculate,  culprit,  kill, 
call,  culminate,  kiln,  dry,  kilogram,  calendar,  corner, 
carpet,  carbon,  chronic,  chromatic,  correspond,  corre- 
spondent, currency,  irreconcilableness,  irrecoverable,  ir- 
regular, irregularity,  irreligion,  irreligious,  irreparable, 
irresistible,  irresponsible,  irretrievable,  irrigate,  irrita- 
ble, substantial,  unsubstantial,  super  substantial,  creden- 
tial, prudential,  property,  prosperity,  peculiarity,  regu- 
larity, geology  or  geological,  theology  or  theological, 
pathology  or  pathological,  mythology  or  mythological, 
geography-er-ic-ical-ically.  Also  with  the  same  termi- 
nation: Biography,  chirography,  autography,  typog- 
raphy. Opposition,  position,  possession,  precision,  pro- 
cession, appreciation,  acquisition,  accession,  accusation, 
decision,  secession,  cessation,  proposition,  supposition, 
tension,  attention,  detention,  retention,  inattention,  dis- 
tension, apprehension,  transition,  condensation,  organ- 


140  THE  SHORTHAND  REPORTER. 

ization,  combination,  option,  compassion,  passion,  edi- 
tion, condition,  addition,  objection,  caution,  action, 
fashion,  vision,  session,  oration,  Hessian,  notion,  mo- 
tion, ambition,  ration,  occupation,  lesion. 

•  EXERCISE. 

I  I  "I  '       ^     * 

..V  ........  t^s,  ......  '  ..............  L-c-.x  ...............  L  ............... 

N  \ 


M  .......  >  ........ 

t     -• 


C...-y..°....HS..x 


KEY:  It  is  admissible  but  not  tenable.  The  magnitude  of  that 
undertaking  was  presented  to  them.  Insure  your  property.  You 
misconstrue  my  action.  Your  house  is  encumbered.  How  do 
you  know  he  is  my  correspondent? 


THE  SHORTHAND  REPORTER. 


LIST  OF  WORD  SIGNS. 

To  give  signs  for  all  the  words  of  the  English  lan- 
guage is  not  expected  of  a  text-book,  and  such  a  list  of 
signs  is  not  necessary  for  success  in  writing  this  art. 
Those  who  aspire  to  be  reporters  must  be  so  familiar 
with  the.  principles  of  the  art  as  to  be  able  to  write  any 
word  in  the  language  without  hesitation.  In  order  that 
those  who  study  this  book  might  do  this  the  foundation 
of  phonography  was  well  laid  at  the  beginning  in  the 
thorough  treatise  on  the  sounds  of  speech  and  the  anal- 
ysis of  words.  If  we  take  an  article  in  the  English  lan- 
guage and  analyze  it,  we  will  find  that  the  greater  part 
of  it  consists  of  oft-repeated  words.  Mr.  Henry  N. 
Parkhurst,  the  great  New  York  reporter,  in  such  an  an- 
alysis of  an  article  of  one  hundred  thousand  words, 
found  the  following  words  used  the  number  of  times  in- 
dicated by  the  figures  after  each:  The,  2,179;  of,  1,169; 
two,  too,  to,  1,104;  and,  899;  that,  570;  a,  an,  566;  in, 
534;  I,  470;  it,  447;  is,  406;  be,  208;  you,  268;  not,  263; 
for,  252;  this,  246;  was,  241;  there,  their,  231;  have, 
214;  as,  210;  which,  208;  with,  194;  he,  186;  they,  186; 
his,  170;  are,  169;  by,  168;  from,  165;  but,  150;  we,  146; 
will,  143;  no,  142;  at,  130;  what,  125;  all,  123;  or,  117; 
my,  115;  on,  111;  upon,  111;  has,  110;  any,  109;  would, 
102;  do,  101;  them,  99;  been,  95;  if,  92;  had,  89;  one, 
86;  so,  83;  our,  hour,  80;  who,  78. 

We  have  given  already  signs  for  these  frequently  re- 
curring words,  and  the  student  should  be  able  to  write 
them  at  a  high  rate  of  speed.  We  will  now  give  a  more 
extended  list  of  word  signs,  and  they  are  given  for  the 
purpose  of  being  written  and  rewritten  until  they  can 
be  made  at  the  rate  of  two  hundred  and  fifty  words  per 
minute.  Have  them  dictated  and  redictated  until  the 
highest  possible  rate  of  speed  is  attained.  When  this 
is  accomplished  there  will  be  time  to  write  the  less  fre- 
quent words  according  to  principles  heretofore  given. 


142                           THE  SHORTHAND  REPORTER. 

NOTE 
of  the  c 

\ 

.  —  The  Italic  L  and  R  befor< 
alumn  on  which  the  phono;; 

\          L.  Up 
•  •     *•  R.  Above 

3  the  Englisl 
;raphic  char 

I 

i  words  refer  to  the  side 
acter  is  found. 

'       L.  It. 

^ 

"          L.  Upon 
R.  Between 

-R.  Did 
IL.  At,  out 

\ 

V.       L.  Opinion 
R.  Behind 

.... 

r 

R.  Do 
L.  Tell 

<\ 

fv 

V           L.  Principle 
••  *)  •    --R.  Before 

Zr.  Particular 

-r  

.  ..r..... 

1        L.  At  all 
...I....JT  Differ 

LL.  Told 
.-..Z?  Difflcult-y 

...V.. 

\L.  Op'rtunity 
M.  Been 

..\  L.  Part 

i 

1        L.  It  is 
..y  £  Do  not 

.         L.  Truth 
.  .  I  .  ...  7?  Had  not 

I 

R.  Able 

C          L.  Spirit 
R.  Bleed 

( 

J 

L.  True 
R,  Doctor 

£ 

L.  Special 

1 

1        L.  Tried 
..'...  R.  Dear 

\ 

<\          '  -*-*y 

...a  

i.  Toward 
T  .  .  R.  During 

\ 

'"  R.  Rememb'r 
«        L.  Be 

-1    • 

EL.  Out  of 
R.  Deliver 

f    L.  Without 
.1  .R.  Said 

V 

...     ^       ^>  Number 

>L.  To  be 
R.  Object 

THE  SHORTHAND  REPORTER.                            143 

/ 

/... 
.../. 

s 

L.  Each 
...    2....  R.  Larger 

L.  Which 
—  D..-B.  Can 

L.  Much 
—  —  >»  .  B.  Came 

L.  Cheer 
*-        R.  Quite 

—  : 

..  L.  Go 

'  c-      .B.  Glad 
....^.  Give 

- 

<^v_p  ^.  Gladness 

,-  /God 
MGet 

*•    -~    B.  Glass 

*-»   -L.  Good 
7^.  Glean 

—  * 

{Gone 
^Gain 
<  Again 
.,..           (Gun 

JR.  Glen 
.    .  ..  L.  Agony 

X? 

L.  Child 
e~"  ^^  5.  According 

f 

£.  Children 
.S.  Act 

-9 

c—  ^    ^ff.  Glance 

<r~*    -R-  •]    <  Gray 
..  <—  .-         '    <  Grow 
i.  Gaunt 

L.  Ignore 

s 

L.  Such 
5.  Call 

/ 

c— 

L.  Advantage 
R.  Called 

- 

'"^^'R.  Grew 

r   j  Glee 
^   ^IGlow 
jg.  Greed 

/ 

L.  Just 
,R.  Because 

..—  ..L.  Glue 

y 

L.  Generally 

...C. 

*-*~s 

^.  Great 

L.  Gold 
.  «—^_$  JR.  Greatness 

L.  Gladden 
.  .     f?>R.  Congratulation 

</ 

c  —     R.  Care 
.  L.  Gentlemen 

/ 

—  >      R.  Count 

L.  Large 
••  —  Ttx   R.  Cannot 

144                           THE  SHORTHAND  REPORTER. 

-< 

i.  Greater 
,  <—  •*       /.'.  Groans 

__    L.  Guarded 
'    p  j  Grain 
*•  i  Grown 

L.  Guardian 

K 

L.  Fiber 
,../?.  Faster 

V 

L^   L.  Fibula 
^^B.  Physical 

c—  | 

s 

^**~pL.  Confident 
R.  Fiscal 

^ 

e~-i_sR.  Garner 
—^      L.  Garden 

^     L.  Fiddle 
R.  Physician 

T 

R.  Grow 

(            L.  Griddle 

^-  (       P  !  I* 
..  ..V-.^'iFor 

s 

L.  Fodder 
t,^  -R.  Facile 

V^x'  -L.  Fix 
JS.  Officer 

^_'. 

L.  Girdle 
•    ^  R.  Few 

^          L.  Gurgle 
,.A  ..^  IFate 

L.  Gargle 

^ 

^tJ  L.  Confectionery 
R.  Official 

s 

(         L.  Fever 
^o     R.  Often 

-^  ^> 

^     R.  Foot 

T    (  Grieves 
^-  ~\  Groves 
1             p  I  Fated 
..NY  A-        '  Footed 

V^      L.  Graced 

P   i  Fitness 

--S- 
w 

i.  Favor 
i          p  i  Phonography 

7-    (  Fees 
•"•  1  Face 
.^...^Fan 

L.  Fast 
^,         p  |  Fined 
>...  V».     '1  Fund 

i.  Fasted 
'"'"R.  Found 

C^a^         (  Fatness 

..TTrr...^-  Grasses 
^?.  Feature 

j    4  Agreement 
t                   (Garment 
..V   ....  -n    (Father 

^       *  Ufter 

THE  SHORTHAND  REPORTER.                            145 

^ 

l          L.  Phonetic 

.\5          I?    P  V.  n  n  n  OT-SI  - 

^ 

i/7        L.  Felt 
•  >£.•    .  .B  Felon 

phy 

,       L.  Fanatic 
,.,\^'  ,B.  Phonogra- 

^ 

(    ,  L.  Fault 
,s*<...  ...B  Felony 

pher 

V-^Z.  Fountains 
B.  Finer  or  of  - 

^ 

V         £•  Faulty 

••-•• 

tener 

..  l  ~~..L'  Founded 
\-^sR.  Funeral 

i  ,       L.  Foundry 

!s 

v 

V 

i.  Floated 
B.  Following 

,  /"     L.  Flatter 
..V  B.  Filial 

^         L.  Filed 
!  B  Offer 

...V,.... 

L, 

*~*~s£.  Fang 

n       Zr.  Founder 
...X  ..B.  Flow 

V    L.  Finder 
r     .R.  Fall 

....v  .. 

,            £.  Failed 
...L  B.  For 

^-^         L.  Foliage 
B.  From 

I 

L.  Fines 
V.     .B.  Fail 

.X^>, 

\f    L.  Fence 
B.  Filly 

.     /•    L.  Fancy 
.>/...  .B.  Fellow 

. 

/       L.  Effulgence 
.V-C....    -S-  Ferry 

^_ 

^            i.  Flock 
..  B.  Fright 

.._. 

L.  Fineness 
0   B.  Flap 

L.  Finally 
,  #.  Fallible 

L.  Finality 
<l    B.  Flight 

^ 

i.  Filth 
.r*  B-  Freight 

y 

L.  False 
Ss^CTTw  -K-  Fortune 

V, 

E 

-L.  Falsehood 
M_^>     -fi.  Friction 

10 


146                           THE  SHORTHAND  REPORTER. 

L.  Further 

"Y 

.Vs.........  R-  Have 
L.  Forehead 

:.V.... 

cv       .£.  Visitor 
.  .  \  .  .  M.  Overdrawn 

•Y 

.Vw  B.  Vote 

V 

.         L.  Visitation 

1                L.  Frequence 
.A  ,8.  Voter 



..V/,     Jt.  Vesture 

•s- 

V 

^              L.  Forego 
B.  Void 

•s- 

V7  '•.  Convict 
.  Verbal 

i       sT-i.  Vision 

I 

^/l  B.  Veracity 

*\ 

V             L.  Forget 
.;*  H.  Victuals 

V*. 

(  L.  Vest 
B.  Think 

^_ 

or  v          L.  Forgive 
(o  /^>  —  *B.  Evidence 

L.  Convince 

OK 

L.  Frost 

^-v_-  ? 

.(.B.  Thank 

\ 



....V.  B.  Vouch 

^>- 

L.  C'nven'nce 
C  B.  Thought 

,                 L.  Fragrance 

^V-ri 

,  ,  \^>  B.  Voucher 
/ 

)     L.  Vessel 

»                   L.  Forth 

->- 

B.  Author 

,  \/{  , 

N.      B.  Vocal 

S~ 

, 

\^ 

/  L.  Spoiler 
1/R.  Tliorough 

L.  Foresaid 

^«/f 

.    w             B.  Vaeue 

(\  L.  Value 

C^             L.  Farewell 

r, 

)  B.  Threaten 

V 

1 

I 

B.  Vigor 

\ 

~    L.  Vanish 

J 

, 

J  B.  Thrown 

V 

,              L.  Fireside 
;..4>v__=5  ..  B.  Conviction 

1 

L.  Variable 

..Ss/X 

..!])  .B-  Thresh 

L.  Forward 

..V,.... 

V,  B.  Visit 

THE  SHORTHAND  REPORTER.                            147 

c 

or 

<\                L.  Thy 

./  R.  Thereto 

<\                L.  They 
•  •/  R.  Therefore 

cv                 L.  Thou 
.  f^f.,  R.  Thereunto 

cv               L.  That 

J,  ,...R.  There  is 

•V 

-i 

ov         L.  Spacious 
./^....-R.  Separation 

VL.  Spoon 
R.  Support 

<x         L.  Aspen 
\  ....R-  Spirituous 

Qy       L.  Spend 
..  -o  R-  Separator 

V       L.  Spinal 
R.  Surprise 

(( 

N                  L.  Then 
/                  R.  Say 

C«C 

<*     J  0r\L.  These 
\/         \B  Special 

^ 

R         L.  Supply 
.  .  .^  .  .  .R.  Conspired 

C. 

•v                 L.  This 
.  )  „  -R.  Especial 

*                 L.  Those 
.fi.  Spot 

v. 

L.  Spinner 
..\r~Jt.  Spark 

o      s\L.  Spoil 
\/  JR.  Conspiracy 

V 

:• 

c\ 

•  <\ 

L.  Either 
jR.  Spirit 

N 

o    /?  L.  Spry 
...  \<\..R.  Suppuration 

cv 

q                    L.  Other 
\_             R.  Speculate 

•I- 

T   j  Supper 
<\         L-  1  Spray 
...v~v..B.  Supreme 

%L.  Aspire 
...     ..-R.  Sprain 

\^L.  Separate 
,  .R.  Spring 

1 

ly            L.  Authority 
.R.  Auspicious 

5 

o                   L.  Thereof 
\>...        .   R.  Sunnose 

148                           THE  SHORTHAND  REPORTER. 

X 

f       I/.  Sober 
,,Nv    .#.  Sphere 

...).. 

/L.  Was 
..  yZr.R.  Sharer 

..x 

i.  Step 
..^^    .K.  Assist 

JL 

L.  Zion 
.-£j...-fi.  Shorthand 

f 

£      i.  Stage 
.......  E.  Slaughter 

„>. 

0     i.  Zone 
,.  p.    J?.  Shortened 

,        i.  Zero 
.V....A  Shirt 

-]- 

^J\  L.  Astray. 
.  »,.....#.  Celebrate 

•f 

9 

L.  Austerity 
E.  Sweet 

L. 

i.  Easily 
.9  72.  Surety 

V. 

i.  Striker 
E.  Sweeter 

< 

»\       i.  Easier 
•/.     ^.  Pleasure 

A 

L.  Stern 
f\_E.  Slave 

i.  Ship 
./-—  &v    JS.  Measure 

.<X    i.  Scant 
E.  Swine 

.+ 

L.  Shove 
^~e^,..E.  Measured 

«=>.; 

a    -L.  Secure 
iS  ,  .  E.  Sworn 

L.  Assert 
.  .  q/  E.  Swear 

.^ 

/^*NJ  L.  Surely 
^.  Leisure 

..v- 

L.  Shackle 
.TV...  -&  Erasure 

V- 

^    L.  Assertion 
B.  Swigged 

, 

/^"    L.  Conscience 
E.  Law 

it    L.  Ascertain 
.^f,'..  -R-  Seaworn 

^. 

._     L.  Sugar 
.£...,-&  Will 

,  , 

L.  Something 
...o».  E.  Concern 

.^ 

^  jC.  Shelve 
.  5.  Lottery 

THE  SHORTHAND  REPORTER.                            149 

..a 

L.  Lunch 
»X~"...B.  Loosen 

L.  Loiterer 
•XV:.g.  Alkali 

s^fL.  Laden 
F     /  .fi.  Lunge 

./     L.  Logic 

..,, 

-X       L.  Rabbit 
1  #.  Where 

.,   i.  Raft 
,,7Y>...J?.  Return 

c^     i.  Rafter 
...........ft-  Realize 

../I. 

-L 

•    >—  '  i.  Roast 
:<(C.«....-B.  Relic 

.  t/J,  ..  ^.  Relative 

L.  Renter 
,,<^v..,.-B.  World 

^ 

1  i.  Lighthouse 
•C     -  B.  Lark 

-^    L.  Latch 
f  /••••  B.  Ledger 

X*    i.  Ladder 
.  ^.....B.  Learn 

/,      L.  Land 

^ 

n 

*"  "  X 

/i.  Range 
_     .-.B.  Revere 

2        IJ-  Ramble 
,X^«  -B-  Reverence 

^\o   L.  Oration 

./> 

^c~—  L.  Lapsed 
,,.B.  Legal 

L.  Lord 
•<v      ...  B.  Room 
•*^^Vf 

L.  Art 
^        B.  Earn 

x—  \  L.  Lastly 
JL   .  £•  ^B.  Leeacv 

'      v    L.  Laughed 
^B.  Liberal 

s* 

^   L.  Or 
XZ..  -B-  Wrench 

'     1      i.  Large 

...X 

L.  Were 
"\-     -B-  Arrange 

L 

wv   .,  i.  Letter 
C  .VT..-B-  Library 

150                           THE  SHORTHAND  REPORTER. 

s~V 

Z,.  Embroil 
'  •"V~N.  B.  Madame 

"**'  L.  Impetus 

q 

>v  .     /y.  Mental 
\  ^?.  Neighborhood 

>^--v    Zy.  Manhood 
"'?•'/  -B-  Anybody 

i.  Manure 
,.—  <   7?.  Enable 

i.  Monday 
,..  SH-     -ff.  Nature 

r^    I/.  Multiply 
...  /"..JR.  Notwithstand- 
ing 

i.  Murder 
...-—  f  J.R.  Noted 

^.    L.  Mailed 
.....  1    B.  Entity 

v-^\  L.  Merited 
,  B.  Knighthood 

-1 

L.  Impetuous 
x—  v—  .  B.  Maker 

^-—       L.  Mattock 

-^ 

*•""-*     L.  Mitigation 
B.  Mr. 

c~~^>     L.  Mutual 
B.  Mrs. 

-  ,y 

L.  Embezzle 
H.  Misses 

L.  Employer 
"""&—&  B.  Museums 

L.  Impossible 
—  *-^,    ..ft-  Music 

L.  Mature 
f-v  —  f.JR.  Memory 

L.  Mattress 
..,...,...-#•  Mountain 

L.  Maturity 
,^-^,..J?.  Maintain 

'"~>—    £.  Modify 
..JJ.  Mistake 

*~V  L.  Mark 

....CT^  .; 
-V, 

L.  Market 
.  v^Cx.  B.  Enlarge 

L.  Morning 
-,.  <W4/  B.  Natural 

L.  Minister 
B.  Intend 

<->-• 

^= 

^ 

-^    L.  Ministry 
^^^    B.  Intention 

THE  SHORTHAND  REPORTER.                            151 

w^J 

^,-^T,.  Intense 

J 

^   \    L.  Way,  away 

.r.: 

L.  Information 
*Mf   .R.  Intact 

s^    L.  Honest 
7.T..-R-  Indorse 

L.  Unreal 

...J.. 
1 

j       L.  Weight,  wait 
jr.....Jl.  Wager 

L.  Waiter 
.0  .R.  War,  ware 

^        £.  Water 

1 

L.  Annual 
y  ...R.  Until 

L.  Unhurt 
<^/*  R.  Only 

W  L.  Nailed 
R.  Songster 

) 

VT    j  Weather 
**  1  Whether 
R.  Wife. 

\ 

\         L.  Weed 
..  V....-R.  Wave 

7 

<J       L.  Witch 
„..,£.  Wine 

7 

L.  Insert 
<^f»R.  Sanction 

L.  Influenc 
+^.  .  R.  Unction 

>^    L.  Insanity 
.  .  .  R.  Thing 

.J. 

..2. 
.A 

)         L.  Waste,  west 
<S,<-SR.  One 

L.  Wastebasket 
..9  ..R.  Warm 

£.  Word 
.   0  ....R.  Warn 

£.  Worded 
R.  Ward 

L.  Indicate 
<^/  R.  Language 

L.  Sinister 
......  R-  Long 

L.  Anoint 
R.  Longer. 

£.  Work 
R.  Warden 

L.  Worm 
>t,J  ...,-#•  Warehouse 

^ 

152                         THE  SHORTHAND  REPORTER. 

^^X 
^^^ 

3 

*         i.  Went 
../....    5.  Wedge 

isx-  —     i.  Want 
Y».  ..    £.  Wedlock 

o           L.  Warp 
...V.*.    -B.  Web 

L.  War-hoop 
^L^     .B.  Welcome 

A-         i.  Washed 
,,2,..     R.  Welkin 

(\         L.  Wasp 
,tf.....  R-  Well  water 

^           L.  Wasted 
'^>  j~*  R.  Woman 

/»          i.  Watch 
o/  ^.  Worse 

*»,  0  *> 

....A... 
A 

^  .L.  Your 
.B.  Yellow 

1     i.  You 
,  -B.  Yacht 

•     L.  Beyond 
R  Yawn 

V 

,L.  Yea 
^jfM.  Year 

i.  Yet 
,.  C*.  R.  Usual 

jf    L.  Your  own 
..Q     R.  Yesterday 

L.  Commune 
..f  ..-B-  Youth 

L.  Communication 
.y  ,.R.  Youthhood 

L.  Communicator 
r^.-B.  Yew  tree 

v—  JD.  Communicant 
...,.,^B-  Yoke 

..c. 

...1 

j 

•^~-      L.  Watchword 
.    .    R.  Walk 

— 

^>    L.  We«k,  weak 
R.  Walker 

.,    i.  Communicate 
.C~i>\R.  Yeoman 

0     L.  Communicative 
......  -B-  Yeast 

^.    I/.  Unite 
_«...  .K.  Yes 

- 

L.  Weaken 
.  -,/       .B.  When 

i^      L.  Waybill 
.R.  Wiry 

.... 

i 

/v      L.  Wayworn 
....*<...  -B-  Worn 

THE  SHOKTHAI 

fD  KEP( 

)RTEE.                            153 

.A. 

\L.  Habit 
B.  Hebrew 

*"*          L.  Habited 
B.  Heedless 

Vf 

L.  Horrible 
,.*N  ...B.  Hoarfrost 

v         L.  Horrid 

,7\  w 

rv         L.  Habitual 
Ik  ...B.  Helmet 

•VX 

L.  Horrify 
.  .  y^  .  B.  Henpecked 

\f 

,-^         L.  Hair 
.Q.  S.  Help 

^ 

^      L.  Horizontal 

-^          L.  Hairbrush 
..7  B.  Hasted 

V~"  L.  Horseman 

* 

V"      L.  Haggard 

^ 

"^i       L.  Hoisted 

•  V 

^L          L.  Hardware 
..  p  B.  Highhanded 

X 

,..\..B.  Hypothesis 

\     L.  Hypocrite 
,.  B,  Hot-pressed 

X 

~"V          L.  Harm 
...>......  B.  High  priest 

y     L.  Huguenot 

\         L.  Harmonics 
•  ••     B.  High  water 

^ 

L.  Hymen 
..  ^v/jK.  Husbandry 

\, 

L.  Heaven 
B.  Highway 

\ 

J      L.  High-bred 

-v 

r          L.  Highland 
B.  Hinted 

\ 

^s  —  .L.  Hypothetical 
B.  Hurricane 

^ 

L.  Horse 
B.  Hint 

._ 

^    L.  Humanity 
B.  Hyphen 

% 

^-i       L.  Horn 
.  ..     B.  Hippodrome 

^ 

\L.  Hose 
.  B.  Horehound 

1  •  

154:  THE  SHORTHAND  REPORTER. 

INTERSECTED  WORD  SIGNS. 

Q.  May  the  parts  of  the  outlines  of  words  be  inter- 
sected ? 

A.  They  may,  for  the  purpose  of  making  a  word  sign 
for  a  long  word  or  phrase,  or  a  word  that  is  difficult  to 
write  quick  enough  for  verbatim  reporting. 

Q.  Where  is  this  principle  or  license  most  advanta- 
geously used  ? 

A.  In  words  having  long  or  difficult  outlines,  and  in 
long  or  difficult  and  frequently  recurring  phrases,  es- 
pecially in  writing  official  titles,  the  names  of  corpora- 
tions and  of  religious,  social,  and  fraternal  societies. 
It  may  also  be  used  where  two  forms  are  constantly  con- 
flicting in  a  report:  one  being  intersected  to  distinguish 
it  more  readily  from  the  other.  When  the  letters  do 
not  admit  of  intersection  in  words  where  this  principle 
may  be  used  the  parts  to  be  intersected  may  be  written 
close  to  the  other  part  of  the  word. 

Q.  How  should  the  names  of  incorporated  companies 
be  first  written  ? 

A.  They  should  be  written  in  full,  as  it  is  important 
that  the  name  of  the  corporation  be  correctly  given. 
Then  any  deviation  from  the  name  first  given  should  be 
carefully  noted.  The  abbreviation  by  the  intersection 
principle  or  license  is  allowable  only  where  the  name  is 
properly  given  and  adhered  to. 

Write  the  words,  phrases,  and  names  of  companies  as 
I  read  them  to  you:  Nevertheless,  notwithstanding,  cap- 
ital punishment,  nisi  prius,  bankrupt,  bankruptcy,  Col. 
Johnson,  Capt.  Dickson,  codefendant,  Farmers'  Cooper- 
ative Mfg.  Co. ,  Capt.  Carson,  Georgia  Midland  and  Gulf, 
National  Bank,  aurora,  borealis,  temperance  society. 

EXERCISE. 
* 


THE  SHORTHAND  REPORTER.  155 

POSITIVE  AND  NEGATIVE  WORDS. 

Q.  Is  it  important  to  distinguish  between  positive  and 
negative  words? 

A.  It  is.  No  other  distinction  in  this  art  is  more  im- 
portant. 

Q.  Should  these  words  ever  be  distinguished  by  posi- 
tion? 

A.  They  positively  should  not,  as  in  rapid  reporting 
the  most  careful  reporter  might  accidentally  get  the 
sign  out  of  position  and  change  the  meaning  of  the 
statement  reported. 

Q.  How  then  should  positive  and  negative  words  be 
distinguished? 

A.  By  placing  in  the  outline  of  the  positive  word  some 
sign  to  express  the  negation. 

Q.  What  sign  will  best  represent  this  negation  ? 

A.  By  repeating  the  first  consonant  where  the  out- 
line begins  with  1,  m,  n,  as  in  the  words  illegal,  immor- 
al, unnecessary ;  except  where  p  or  b  follows  m,  then 
by  mp,  as  in  the  word  impartial,  and  by  the  r  hook  on  ray 
where  the  word  outline  begins  with  r,  as  in  the  word 
irresistible;  except  where  m  follows  r  we  use  the  down 
r  to  express  the  negation,  as  in  the  word  irremediable. 

Write  the  positive  and  negative  outlines  of  the  fol- 
lowing words: 

Can                                    I          J       Did 
___j Cannot  Did  not 

Contented  Have 
Discontented                 — * >* Have  not 

Common                           C~      ^-Legal 
*=*_.  Uncommon  Illegal 

Do  SI       S>      _Legible 

.J Do  not 


156 


THE  SHORTHAND  REPORTER. 


Logical 
Illogical 

Material 
Immaterial 

Moral 
.  Immoral 

Mortal 
.Immortal 

Moderate 
Immoderate 


Innoxious 
Necessary 


Partial 
Impartial 


Rational 
-J?___. Irrational 


Resolute 
Irresolute 


.       Respective 
>^_\_j^_\__olrrespective 


Resistible 
Irresistible 


Relevant 
l^LJrrelevant 

Consistent 
P      ^~f Inconsistent 

Was 
_  /_      J Was  not 

Yes 


NAMES,  INITIALS,  NUMBERS,  PUNCTUATION  MARKS,  ETC. 

Names  and  initials  are  best  written  in  longhand,  and 
short  combinations  of  numbers  in  the  ordinary  numer- 
als, if  the  reporter  has  time  to  so  make  them.  If  neces- 
sary, however,  they  may  be  expressed  in  phonography. 
When  written  in  phonographic  characters  names  should 
be  vocalized.  If  it  is  impossible  at  the  time  to  do  this, 
turn  back  at  the  first  opportunity,  and  put  in  the  vow- 
els, or  a  sufficient  number  of  them  to  be  able  to  read  the 
word  at  any  time  in  the  future. 

For  initials  we  use  the  following  scheme: 


A        B   C   D    E     F 
^ 


G        II    I      J 

r    s.,i 


K 


L       M       N 

y 


OP         Q        RSTUVW        XYZ  Etc. 


THE  SHORTHAND  REPORTEE.  157 

If  the  name  is  written  phonographically,  it  should  be 
written  as  it  is  pronounced,  and  without  any  regard  what- 
ever to  the  English  mode  of  writing  it;  as, 
George  Washington  Veils. 

When  it  is  desired  to  write  a  vowel  apart  from  a 
consonant,  either  as  an  initial  or  otherwise,  the  follow- 
ing character  is  provided  as  a  mark  to  indicate  the  vow- 
el's position:  J^  ;  as,  ^/*,  e. 

For  representing  combinations  of  numbers  we  use  this 
method:  For  hundreds,  h;  for  thousands,  th;  for  mil- 
lions, m;  for  billions,  b;  trillions,  t;  and  so  on  with 
higher  enumerations.  Use  phonographic  letters. 

Some  phonographers  write  one,  two,  six,  seven,  and  ten 
in  phonography  at  all  times,  but  we  prefer  the  numerals. 

In  phonography  a  small  cross  or  a  long  line  in  the  di- 
rection of  ch  is  used  for  a  period;  two  parallel  lines,  or 
one  line  with  a  tick  at  each  end,  for  a  dash;  exclama- 
tion and  interrogation  points  same  as  in  English,  except 
a  small  cross  is  at  the  bottom  instead  of  the  dot;  other 
marks  the  same  as  in  English.  To  indicate  that  a  word 
is  emphasized,  draw  a  wave  line  under  it. 

If  a  reporter  is  reporting  a  public  address,  he  may 
find  it  necessary  to  intersperse  his  report  with  some  of 
the  following  marks,  indicating  applause,  laughter, 
pleasantry,  cheers,  etc.  ,  and  if  not  clearly  understanding 
a  speaker  he  may  place  the  sign  of  "  doubt."  The  re- 
porter may  improvise  any  other  distinguishing  marks  he 
may  need;  as,  f-shun  for  confusion,  etc.  Example: 


Pleasantry.  Cheers.  Applause.  Hisses.   Laughter.    Irony.    Doubt. 

When  words,  phrases,  clauses,  or  sentences  are  spoken 
and  immediately  repeated,  a  mark  may  be  used  to  rep- 
resent the  repeated  word,  clause,  or  sentence.  Example: 
"I  say  in  all  candor,  }°  earnestness  "="  I  say  in  all 
candor,  I  say  in  all  earnestness." 


158  THE  SHORTHAND  REPORTER. 

PHRASING. 

NOTE. — By  the  judicious  use  of  phrase  signs  the  reporter  econ- 
omizes space,  gains  time,  and  increases  speed  in  writing. 
"Phrasing  is  an  art  within  an  art" — the  highest  plane  of  pho- 
nographic writing;  and  yet  the  majority  of  phonographers  seem 
to  pass  it  by  and  content  themselves  with  writing  with  the  word 
outlines  and  word  signs.  For  this  reason  there  are  but  few  ver- 
batim reporters  compared  with  the  multitude  who  study  this 
useful  and  beautiful  art.  We  urge  those  who  study  this  book 
not  to  stop  short  of  the  complete  mastery  of  phrasing.  Each 
principle  is  explained  and  illustrated,  and  when  it  is  mastered  it 
can  be  applied  to  the  formation  of  any  phrase  of  its  class.  The 
student  must  exercise  judgment  and  learn  to  use  the  principles 
that  are  taught,  just  as  a  workman  uses  his  tools.  He  knows 
what  a  phrase  is,  and  when  one  is  spoken  he  should  construct 
the  phrase  sign  just  as  he  has  heretofore  constructed  the  word 
outline — by  the  quick  application  of  principles.  Large  books 
have  been  written  upon  the  subject  of  phrasing,  and  thousands 
upon  thousands  of  examples  given;  but  these  are  useless  except  as 
they  illustrate  principles.  It  is  impossible  to  remember  one- tenth 
of  them,  and  in  trying  to  remember  the  hand  falters  and  failure 
follows.  But  if  the  phrasing  is  by  principle,  there  is  no  effort 
necessary  to  recall  any  phrase,  and  progress  is  ever  onward  and 
upward,  as  the  mind  is  trained  to  group  the  forms  of  speech  and 
represent  them  by  this  higher  art  of  facile  forms.  Go  over  and 
over  the  principles  until  they  are  understood,  and  then  go  over 
and  over  them  again  until  they  are  at  the  fingers'  end  for  use, 
and  then  over  and  over  them  again  until  by  practice  they  can  be 
used  without  faltering  or  hesitating  in  the  least. 

PHRASING. 

Q.  What  is  the  ninth  method  of  contracting  the 
phonographic  forms  for  purposes  of  verbatim  re- 
porting? 

A.  The  use  of  signs  for  phrases. 

Q.  Is  this  principle  of  contraction  a  useful  one  ? 

A.  It  is,  as  it  saves  the  lifting  and  changing  of  the 
position  of  the  hand,  and  the  lifting  and  rearranging  of 
the  pen,  only  one  sign  being  made  for  the  two  or  more 
words  of  the  phrase.  As  stated,  it  saves  space,  gains 
time,  and  increases  speed  in  writing. 


THE  SHORTHAND  REPORTER.  159 

Q.  What  signs  are  used  to  represent  phrases  in  pho- 
nography 3 

A.  They  are  either  the  signs  of  the  words  which  con- 
stitute the  phrase,  joined  together  without  lifting  the 
pen,  or  such  new  signs  as  may  be  constructed  under  the 
rules  fully  explained  in  this  chapter. 

Q.  What  is  the  object  of  phrasing,  and  what  should 
be  the  characteristics  of  phrase  signs? 

A.  The  object  of  phrasing  is  to  gain  speed.  Phrase 
signs,  therefore,  should  be  signs  of  easy  junctions,  not 
too  long,  and  perfectly  legible. 

Q.  If  signs  of  easy  junctions  cannot  be  provided  for  a 
phrase,  how  should  the  words  be  written  ? 

A.  They  should  be  written  separately.  In  some  rare 
cases,  signs  of  difficult  junctions  can  be  used  with  advan- 
tage, but  these  should  be  thoroughly  mastered  and  prac- 
ticed before  being  used. 

Q.  If  phrases  are  too  long  to  be  included  in  one  phrase 
sign,  what  should  be  done  ? 

A.  They  may  be  represented  by  two  or  more  phrases^  or 
part  of  them  may  be  written  with  the  usual  signs  for  the 
words. 

Q.  What  words  should  be  grouped  together  into 
phrases  in  phonography  ? 

A.  Only  such  as  group  together  naturally  in  speech  or 
thought  and  which  occupy  to  each  other  some  positive 
relation  in  the  sentence  spoken. 

Q.  Is  it  allowable  to  join  words  in  phrases  that  are 
not  connected  in  construction  ? 

A.  It  is  not;  they  should  belong  to  the  same  group 
where  the  sense  relation  is  close.  If  there  is  a  pause, 
grammatical  or  rhetorical,  between  the  words,  the  words 
should  not  be  joined. 

Q.  If  there  is  a  parenthetical  word  or  clause  between 
the  different  parts  of  the  desired  phrase,  should  the 
phrase  be  formed  ? 


160  THE  SHORTHAND  REPORTER. 

A.  No.  In  such  cases  make  separate  outlines  for  the 
words.  Example:  The  words  "He  will  not  go  "make 
an  allowable  phrase;  but  if  the  parenthetical  words  "of 
cours'e"  intervene  (as,  "He  will  not,  of  course,  go",), 
the  phrase  should  not  be  made. 

Q.  How  many  words  should  be  joined  in  one  phrase 
sign? 

A.  Short  phrases  are  preferable.  Generally  two  or 
three  words  make  a  phrase  of  proper  length.  Phrases 
of  inconvenient  length  should  be  avoided.  Especially 
•hould  phrases  that  run  below  the  line  farther  than  the 
length  of  one  letter  below  the  third  position  be  abso- 
lutely prohibited.  The  phrase  should  not  extend  above 
the  line  higher  than  the  length  of  one  letter  above  the 
first  position. 

Q.  Should  words  that  are  always  to  be  written  in  cer- 
tain positions  to  prevent  conflict  be  used  in  phrases? 

A.  No;  not  as  a  general  rule,  unless  they  begin  the 
phrase.  When  such  words  are  used,  as  will  be  seen 
when  the  subject  of  the  position  of  phrase  signs  is  dis- 
cussed, they  will  still  be  written  in  their  true  positions, 
and  the  words  represented  by  the  other  part  of  the 
phrase  will  have  to  conform  to  its  position  as  the  lead- 
ing sign  of  the  phrase. 

Q.  Should  two  distinct  phrases  be  joined  together  ? 

A.  No. 

Q.  What  is  the  rule  as  to  coining  new  phrases  in  rapid 
reporting? 

A.  It  is  best  for  the  inexperienced  reporter  not  to  at- 
tempt to  coin  any  new  phrase  forms  in  rapid  reporting. 
The  experienced  reporter  can,  of  course,  judge  for  him- 
self as  to  his  capacity  to  do  so.  In  rapid  reporting  there 
is  no  time  with  the  average  phonographer  for  any  other 
mental  process  than  that  of  carrying  the  thread  of  the 
discourse  and  making  word  signs,  word  outlines,  and 
well-known  and  familiar  phrases. 


THE  SHORTHAND  REPORTER.  161 

Q.  Should  proper  names  or  new  words  be  phrased  ? 

A.  Proper  names  and  new  words  should  be  kept  dis- 
tinct and  separate.  If  the  new  word  occurs  often,  it 
may  be  phrased  after  the  first  or  second  time  it  is  men- 
tioned. 

Q.  To  what  extent  should  phrasing  be  attempted  by 
the  inexperienced  reporter  or  phonographer  ? 

A.  Only  to  a  limited  extent.  Young  reporters  make 
a  great  mistake  in  procuring  phrase  books  and  memo- 
rizing and  attempting  to  use  long  and  complicated 
phrases  in  their  work.  The  better  plan  is  to  begin  with 
the  phrases  given  in  this  book,  mastering  each  one 
thoroughly  in  connection  with  the  principles  laid  down 
in  this  chapter,  and  then  increasing  the  vocabulary  of 
phrases  as  experience  may  demand.  Beginners  are  too 
incompetent  to  engage  in  phrase-making  on  an  extended 
scale  as  some  authors  have  suggested.  They  should 
work  into  phrasing  gradually.  The  object  of  phrasing 
is  to  secure  speed,  and  therefore  no  phrase  should  ever 
be  made  in  reporting  that  would  cause  the  least  hesita- 
tion in  the  onward  flight  of  the  pen.  After  one  has  had 
experience,  then,  the  phrase  book  has  its  place  in  sug- 
gesting phrases;  but  even  then  perhaps  not  more  than 
a  dozen  in  a  hundred  found  in  the  books  are  ever  availa- 
ble. The  reports  of  the  best  phonographers  show  but 
few  phrase  signs.  The  mania  of  phrase-making  with 
inexperienced  phonographers  is  condemned  by  such  good 
reporters  as  David  Wolf  Brown,  Dennis  Murphy, 
Thomas  Allen  Reid,  and  others  of  like  reputation. 

Q.  When  should  impromptu  phrasing  begin  ? 

A.  Mr.  David  Wolf  Brown,  in  his  excellent  book, 
"The  Factors  of  Shorthand  Speed,"  says:  "I  answer 
partially  in  the  language  of  Thomas  Allen  Reid:  '  When 
one  has  acquired  a  reasonable  facility  in  writing,  and  a 
moderate  degree  of  speed;  when  all  the  word  signs  have 
been  familiarized;  when  all  the  common  word  forms 
11 


162  THE  SHORTHAND  REPORTER. 

come  readily  to  hand;  when  there  is  no  longer  any  ef- 
fort in  thinking  out  the  outlines  of  words;  when,  instead 
of  the  hand  waiting  for  the  mind,  as  formerly,  the  mind 
outruns  the  hand;  when  words  to  be  written  as  a  group 
can  be  grasped  by  the  mind  as  a  group  before  the  pen 
begins  to  write  the  first  word  of  the  combination — then, 
if  the  young  reporter  should  feel  a  craving  to  get  down 
on  paper  more  quickly  the  word  forms  as  they  crowd 
upon  his  mind,  he  may  permit  himself  to  do  what  has 
been  well  said  to  be  the  characteristic  of  the  accom- 
plished reporter — "to  catch  words  by  the  handful." 
The  author  of  this  happy  expression  (Mr.  Fred  Irland) 
has  not  said  that  any  begwner  can  thus  "  catch  words  by 
the  handful,"  nor  does  he  recommend  that  beginners 
should  try  to  do  so.'" 

Q.  What  course,  then,  is  recommended  for  the  stu- 
dent of  phonography? 

A.  As  already  stated,  learn  perfectly  the  lists  of 
phrase  signs  given  in  this  book,  studying  them  in  con- 
nection with  the  principles  of  phrasing,  and  use  these 
only  to  begin  with,  adding  others  from  time  to  time 
as  experience  may  suggest,  until  the  complete  mas- 
tery of  the  art  is  attained;  then  follow  your  own  expe- 
rienced judgment. 

Q.  Should  phrasing  be  learned  by  principles  or  by 
rote? 

A.  By  principles.  Learn  to  form  phrases  as  they  are 
needed  and  understood,  and  as  they  naturally  come  up 
in  writing  and  reporting.  If  learned  by  rote,  the  mind 
will  be  hesitating  and  seeking  to  recall  some  phrase, 
when  it  should  be  creating  just  as  it  creates  word  out- 
lines, by  the  principles  of  contraction,  as  the  words  are 
spoken. 

Q.  Will  phrasing  differ  with  different  writers? 

A.  It  will,  when  done  by  principles — varying  accord- 
ing to  the  differences  of  the  pupils  in  mental  concep- 


THE  SHORTHAND  REPORTER.  163 

tion,  judicious  selection,  and  power  of  creation,  as  well 
as  their  aptitude  for  the  particular  work  of  reporting. 

Q.  How  are  phrase  signs  constructed? 

A.  There  are  several  methods  of  constructing  phrase 
signs,  which  will  now  be  explained. 

Q.  What  are  the  simplest  phrase  signs,  and  how  are 
they  constructed? 

(1)  They  consist  of  word  signs  joined  together;  as- 
my  friend,  '_j)  These  are  very  simple  phrases,  and  de- 
pend only  upon  proper  grouping,  relationship  of  the 
words,  easy  junctions,  and  legibility  of  the  outlines  they 
form. 

NOTE.  —  The  proper  grouping  of  words  has  been  explained; 
the  relationship  of  words  refers  to  the  sense  relation,  as  also 
stated;  the  easy  junctions  have  been  already  fully  taught  as  to 
word  outlines;  and  the  same  rules  govern  the  formation  of  phrase 
signs.  Artistic  beauty  should  be  preserved  in  all  phonographic 
outlines. 

EXERCISE  ON  SIMPLE  PHRASING. 


...  ......  i...t  .!..:?  .....  1. 


KEY:  Of  the,  in  the,  it  is,  that  the,  so  the,  by  the,  with 
the,  all  this,  and  the,  from  the,  has  been,  I  do,  I  am,  I  think, 
there  is,  and  a,  of  his,  upon  the,  is  the,  as  the,  all  the,  will  be, 
you  will  be,  to  me,  1  will,  there  are,  on  the,  that  is,  that  day,  that 
with  or  we,  of  that,  as  will  his,  has  not,  is  not,  it  is  not,  it  is  said, 
I  said,  he  said,  she  said,  they  said,  this  day,  of  course,  should  be, 
shall  be,  so  that,  we  are,  who  are  they,  what  was  seen,  you  can, 
you  must  be.  what  was,  do  you,  for  the,  to  the,  I  do,  it  was,  I 
think,  I  was,  I  do  not,  I  do  not  know,  I  do  not  think. 


164:  THE  SHORTHAND  REPORTER. 

Q.  How  are  new  signs  constructed  for  the  represen- 
tation of  phrases  ? 

A.  Out  of  the  same  phonographic  material  used  in 
the  construction  of  word  outlines.  In  the  construction 
of  words  this  material  is  used  to  represent  letters;  in 
phrase- writing,  it  is  used  to  represent  words.  For  ex- 
ample, a  hook  at  the  beginning  of  a  straight  letter,  on 
.the  s  circle  side,  represents  the  letter  1  in  word  outlines, 
but  in  phrasing  that  same  hook  represents  the  word 
"all  or  will." 

Q.  Is  any  other  phonographic  material  used  in  this 
manner  except  the  hooks  ? 

A.  Yes;  the  circles,  double  circles,  loops,  and  princi- 
ple of  halving  and  doubling  of  letters. 

Q.  Does  this  enlargement  of  the  uses  of  phonographic 
material  create  confusion  or  ambiguity? 

A.  It  does  not.  The  context  of  what  is  written 
easily  and  quickly  determines  whether  the  sign  is  a 
word  outline  or  a  phrase  sign.  Familiarity  with 
phonographic  forms  also  aids  the  writer.  We  write 
these  forms  so  often  that  they  become  as  familiar 
friends. 

Q.  What  is  the  first  class  of  these  new  phrase 
signs? 

A.  (1)  They  consist  of  word  signs  to  which  are  at- 
tached hooks,  to  represent  other  words  in  the  phrase,  as 
I  do  not  ^  In  this  phrase  the  n  hook  is  used  to  repre- 
sent not.  This  method  of  phrasing  requires  good  judg- 
ment and  experience  before  it  should  be  used  to  any 
great  extent. 

Q.  For  what  words  may  the  1  hook  be  used  in 
phrases  ? 

A.  For  "will  and  all."  In  Mr.  Graham's  system  this 
principle  is  extended  to  the  small  vowel  word  signs, 
such  as  the  signs  for  of,  to,  etc.  This  is  not  approved 
of  in  this  system,  but  it  may  be  used  if  desired. 


THE  SHORTHAND  REPORTER.  165 

EXERCISE  ON  USE  OF  L  HOOK  IN  PHRASING. 

.r ,/ 


It  will.        At  all.        Which  will.     At  all  events.       At  all  times. 

Q.  What  words  may  the  r  hook  represent  in  phras- 
ing? 

A.   "Are  and  were"  in  a  few  cases. 

NOTE.  —  In  some  systems  r  also  represents  our  and  or,  and 
either  or  all  of  these  words  may  be  so  represented  if  desired,  but 
we  do  not  recommend  them.  Mr.  Graham  extends  the  use  of 
the  r  hook  to  tick  word  signs,  but  this  is  not  recommended. 

EXERCISE  ON  USE  OF  R  HOOK  IN  PHRASING. 


Which   Which  were.  Which  were  They  are.    Such  are. 
are  to  be. 

Q.  For  what  word  may  the  "in"  hook  be  used  in 
phrasing  ? 

A.  The  word  "in." 

EXERCISE  ON  USE  OF  IN  HOOK  IN  PHRASING. 


....7TX  ...............  <. 

In  some.  In  his  will.        In  his  love.    In  his  strong 

way. 

Q.  For  what  words  may  the  w  hook  be  used  ? 
A.  For  the  word  "what,"  and  "one"  in  connection 
with  n  hook,  when  it  can  be  conveniently  made. 


EXERCISE  ON  USE  OF  W  HOOK  IN  PHRASING. 


? 


At  one  time.   At  what  house.    At  what  place.     At  what  rate 

(of)  speed. 


166  THE  SHORTHAND  REPORTER. 

Q.  For  what  words  may  the  ter,  der,  ther  hook  be 
used  in  phrasing? 
A.  For  the  words  "there,  or  their,  and  other." 

EXERCISE  ON  USE  OF  THE  TER,  DER,  THER  HOOK  IN 
PHRASING. 


.  By  there.       Up  there.     Go  there.    Which  their.      Do  their. 

Q.  What  words  may  be  represented  in  phrases  by  the 
n  hook? 

A.  "One,  own,  known,  than,  then,  and  been."  The 
context  will  determine  which  it  is  intended  to  represent. 
The  word  not  may  be  represented  by  n  hook,  or  by  n 
hook  on  a  preceding  half-length  letter;  not  may  also  be 
expressed  by  the  word  sign  —  a  half-length  n.  See  the 
phrases  "  until  then,  more  than,  other  than,  he  was  not, 
longer  than,  no  longer  than,"  as  examples  of  the  use  of 
the  n  hook  in  phrasing. 

EXERCISES  ON  PHRASING. 


L_ 


Until  then,  at  all,  more  than,  other  than,  he  was  not,  longer 
than,  no  longer  than,  I  may  not  be,  another  time,  since  their,  does 
not  know,  how  many,  could  not  hear,  he  may,  near  about,  I  am 
sure,  I  am  glad,  surely  not,  it  is  said. 

Q.  What  words  may  the  v  hook  represent  in  phrases  ? 

A.  "Of,  have,  ever."  The  large  hook  on  th  may  be 
used  for  a  v  hook  in  phrasing,  as  explained  on  page  84  of 
this  book.  Mr.  Clarence  Walker,  the  noted  Kentucky 
reporter,  uses  this  same  hook  in  connection  with  y  for 
"you  have,"  and  so  does  Mr.  Munson. 


THE  SHORTHAND  REPORTER.  167 


EXERCISE  ON  THE  USE  OF  THE  F-V  HOOK  IN  PHRASING. 


t 


Which  have,        Out  of.  They  have.        It  will  have. 

or  which  ever. 

Q.  What  words  may  the  s-shun  hook  represent  in 
phrase  signs? 

A.  The  word  session.  It  is  placed  on  the  sign  of  the 
preceding  word. 

NOTE.  —  In  the  same  way  n-shun  hook  may,  if  needed,  repre- 
sent the  word  convention. 

EXERCISE  ON  THE  USE  OF  THE  N-SHUN  HOOK  IN 
PHRASING. 


Church  session.  Their  session.  Our  session.        Your  session. 

Q.  What  is  the  second  class  of  new  phrase  signs  ? 

A.  Signs  consisting,  in  part  or  in  whole,  of  circles, 
double  circles,  and  loops,  to  represent  words. 

Q.  What  words  may  the  circles  represent  in  phrase 
signs? 

A.  The  small  circles  represent  the  words  is,  his,  as, 
has,  us,  and  self. 

Q.  How  else  may  a  circle  be  used  in  phrase  signs? 

A.  To  express  the  possessive  case  or  the  plural  of  any 
word  of  the  sign. 

Q.  What  words  may  the  sez  or  double  circles  repre- 
sent in  phrase  signs  ? 

A.  They  may  represent  the  words  is  his,  his  is,  is  as, 
as  his,  as  is,  as  has,  has  as,  and  selves. 

Q.  If  a  circle  is  turned  within  the  double  circle,  what 
words  may  the  added  circle  represent? 

A.  Any  of  the  words  for  which  the  small  circle  stands, 
as,  O,  is,  as,  his. 


168  THE  SHORTHAND  REPORTER. 

Q.  May  the  small  and  double  circles  be  used  together 
in  any  other  way  in  phrase  signs  ? 

A.  The  circle  may  be  turned  on  the  other  side  of  the 
stem  to  which  the  double  circle  is  placed.  It  then  rep- 
resents any  word  for  which  it  stands  alone.  As  an  ex- 
ample, see  the  phrase  sign  "it  places  us,"  in  the  follow- 
ing exercise. 

Q.  When  s  is  used  in  a  phrase  sign,  and  the  next 
word  to  it  begins  with  an  s,  does  the  union  of  the  two 
signs  make  a  double  circle  and  have  the  representation 
given  to  double  circles  in  phrase  signs  ? 

A.  It  makes  a  double  circle  in  appearance,  but  one  of 
the  circles  represents  a  word,  and  the  other  simply 
stands  for  the  letter  s  in  the  next  word.  As  an  exam- 
ple, study  the  phrase  "as  soon  as,"  in  the  exercise  which 
lows.  One  of  the  circles  of  the  double  circle  represents 
the  word  as,  and  the  other  is  used  in  the  construction  of 
the  word  soon. 

Q.  When  a  double  circle  is  used  in  a  phrase  sign  to 
represent  words,  and  the  next  word  begins  with  an  s, 
does  the  union  of  the  double  and  the  single  circle  for  s 
make  a  sign  larger  than  the  double  circle  sign  ? 

A.  It  would,  of  course;  but  the  best  reporters  make 
only  the  double  circle,  and  allow  the  third  circle  to  be 
omitted  from  the  phrase  sign,  just  as  parts  of  word  out- 
lines are  omitted  under  the  rules  and  principles  hereto- 
fore given.  See  the  phrase  "this  is  said,"  in  the  exercise 
below.  The  double  circle  alone  is  used,  and  the  sign  for 
one  of  the  circles  is  omitted. 

Q.  Where  a  double  circle  is  required,  but  cannot  be 
conveniently  made,  may  the  small  circle  alone  be  used  in 
its  stead? 

A.  It  may.  See  the  phrase  "that  is  said,"  in  the  exer- 
cise below.  The  sign  for  that  being  a  half-length  let- 
ter, the  double  circle  cannot  be  made  easily  upon  it,  and 
hence  the  small  circle  is  used. 


THE  SHORTHAND  REPORTER.  169 

EXERCISE  ON  THE  USE  OF  THE  CIRCLES  AND  LOOPS  IN 
PHRASE  SIGNS. 


/  L  f  ° 

-..4, \ Di b <X .Qi. 

KEY:  As  far  as,  such  as  is,  for  us,  tells  us,  as  soon  as,  it  places 
us,  is  said,  is  seen,  this  is  said,  it  is  said,  that  is  said,  it  is,  it  is 
his,  this  is,  as  has  been,  is  as,  as  is. 

Q.  What  words  may  be  represented  in  phrases  by  the 
st  and  the  ster  loop  ? 

A.  St  loop  may  represent  "first;"  on  th  it  represents 
"hast."  Ster  loop  may  represent  "is  there,"  and  "has 
there."  This  is  recommended  by  Mr.  E.  C.  Hoyt,  of 
Michigan,  and  Mr.  Clarence  Walker,  the  noted  Ken- 
tucky reporter.  See  phrase  "thou  hast,"  in  exercise. 

Q.  Can  the  circle  s  be  added  after  the  loops,  as  is  done 
after  the  double  circles? 

A.  It  can,  in  the  same  manner — that  is,  turn  it  to  the 
other  side  of  the  stem  letter.  See  phrase  "as  fast  as." 

Q.  Can  n  be  added  to  the  st  or  the  ster  loops; 
and  if  so,  what  word  would  it  represent  in  a  phrase 
sign? 

A.  It  can,  by  the  rule  given  on  page  93  of  this  book — 
that  is,  after  the  loop  is  made  the  line  is  continued  to 
the  other  side  of  the  stem  and  turned  in  such  a  way  as 
not  to  conflict  with  shun  hook  following  s.  It  would 
represent  any  word  for  which  the  n  hook  stands;  but  the 
word  than  is  generally  expressed  by  its  use.  See  the 
phrase  faster  than  in  the  exercise  below.  Than  is  rep- 
resented by  the  added  n. 


170  THE  SHORTHAND  REPORTER. 


EXERCISE  IN  THE  USE  OF  THE  LOOPS  IN  PHRASE  SIGNS. 


KEY:  Is  it,  is  there,  has  there  or  as  there,  thou  hast,  as  fast 
as,  faster  than. 

Q.  What  is  the  third  class  of  new  phrase  signs  ? 

A.  The  half-length  letters  to  represent  words  in 
phrases. 

Q.  What  word  is  added  by  the  halving  of  any  letter  ? 

A.  The  word  it,  generally.  The  word  had  may  be 
added  to  any  word  sign  below  the  line,  but  not  else- 
where, except  on  the  letter  v,  in  any  position  for  have 
—  as,  have  had.  The  word  to  may  be  added  by  halving 
the  last  stroke  of  a  phrase  sign  only,  as  in  able  to.  The 
word  not  is  added  by  a  half-length  letter  and  the  hook  n; 
but  if  the  sign  of  the  word  preceding  the  not  is  already 
halved,  then  use  only  the  n  hook,  as  with  the  words  did 
not,  below.  In  the  latter  case,  the  n  hook  is  always  read 
last  for  not. 

Q.  Should  a  half-length  letter  be  used  unless  it  is 
clearly  distinguishable  ? 

A.  No.  The  same  rule  applies  in  phrase  signs  as  in 
word  outlines.  (See  page  97.  ) 

EXERCISE  ON  THE  USE  OF  HALF-LENGTH  LETTERS  IN 

PHRASE  SIGNS. 
+\ 

"  i  .......  i  *vv  ......  ^ 

From  it.    Was  it.  It  had.  Had  it.   Unable  to.  Which  May  have 

had  not.         had. 

Q.  What  is  the  fourth  class  of  new  phrase  signs  ? 

A.  They  may  consist  of  word  signs,  in  which  any 
curve  letter  is  made  double  length  to  add  there,  their, 
and  sometimes  they  are,  other,  or  der  (dear).  The  let- 
ter ray  may  be  included  in  this  arrangement  with  such 
curve  letters. 


THE  SHORTHAND  REPORTER.  171 

Q.  In  phrase  signs,  are  these  words  added  before  or 
after  any  terminal  hook  ? 

A.  They  are  added  after,  and  in  that  respect  differ 
from  the  principle  of  doubling  used  in  word-building. 

Q.  Is  this  principle  applicable  to  the  straight  letters, 
which,  under  the  directions  heretofore  given,  may  be 
sometimes  made  double  length  ? 

A.  It  may  be  so  applied;  but  the  same  words  are 
added  to  the  straight  letters  by  the  ter  hook,  already 
explained,  which  is  preferable;  also  a  short  tick  is 
added  in  some  positions  for  the  same  purpose,  which  is 
explained  under  the  next  head.  So  while  we  have  the 
additional  method  of  expressing  these  words  in  a  phrase 
sign,  we  need  not  use  it  except  in  rare  cases — as  in  "had 
there  been,"  in  the  exercise  below.  There,  their,  and 
other  may  be  also  represented  by  the  usual  word  sign. 

EXERCISE  IN  THE  USE  OF  THE  DOUBLING  PRINCIPLE  IN 
PHRASE  SIGNS. 

\^ 

1 1 — -- 

Rather      At  their  Had  there        My  dear     If  there.  From  their, 
than.        session.       been.  sir. 

Q.  What  is  the  fifth  class  of  new  phrase  signs  ? 

A.  They  may  consist  of  entirely  new  arbitrary  signs, 
constructed  to  represent  the  phrase.  These  must  be  con- 
structed always  beforehand,  and  not  on  the  spur  of  the 
moment. 

Q.  Will  you  mention  some  of  these? 

A.  A  short  black  tick  may  be  added  in  a  phrase  sign 
to  represent  there  or  their  or  other,  made  in  the  direc- 
tion of  the  letter  j  or  b.  This  is  made  when  the  other 
methods  of  adding  these  words  cannot  be  conveniently 
used.  It  is  especially  useful  after  an  n  hook  the  w  and 
y  half  circle  letters,  and  the  circle  s. 


172  THE  SHORTHAND  REPORTER. 

Q.  Will  you  mention  others  of  this  class  of  phrase  signs  ? 

A.  The  word  signs  represented  by  the  small  half  -circle 
letters  for  w  and  y  may  be  enlarged  so  as  to  represent 
two  words  instead  of  one  in  phrase  signs. 

Q.  How  are  these  enlarged  w  and  y  signs  made? 

A.  Where  they  are  simply  doubled  they  are  made  in 
the  direction  and  position  of  the  first  word  in  the  phrase. 
If  w  is  added  to  y,  or  y  to  w,  then  the  new  sign  may  take 
an  oblique  direction  if  necessary  to  distinguish  it. 

EXERCISE  ON  THE  USE  OF  NEW  ARBITRARY  SIGNS  IN 
PHRASING. 

o  u  n 

,....  1  ........................  JJ  .........  ,  ...............  .0  .................. 


=>  c 

..........  •  .....  ,~o  .......  ......  ..  .................  ..  ........  _p  ..........  ^.  •• 

KEY:  You  with,  with  you,  you  would,  ye  \vould,  would  you, 
would  ye,  what  would,  would  we,  we  would,  since  there,  been 
there,  upon  there. 

Q.  What  is  the  sixth  class  of  new  phrase  signs  ? 

A.  They  may  consist  of  parts  of  the  words  forming 
the  phrase  intersected.  This  has  been  fully  explained 
and  illustrated  under  the  heading  "  Intersected  Words," 
under  the  last  method  of  contraction.  As  there  stated, 
long  and  irregular  phrases,  that  frequently  recur,  and 
names  of  corporations,  are  thus  represented.  The  stu- 
dent will  refer  back  and  study  the  subject  of  the  inter- 
section of  words  (see  page  154)  with  regard  to  its  rela- 
tion to  phrases,  without  further  explanation  here. 

Q.  Are  there  any  special  words  that  are  oftener  used 
in  this  connection  than  others  ? 

A.  There  are.  The  words  society,  party,  company, 
committee,  bank,  railroad,  department,  association. 

Q.  Can  other  words  be  so  used  as  the  necessity  for  the 
license  arises  2 


THE  SHORTHAND  REPORTER.  173 

A.  Yes.  This  license,  or  principle,  may  be  used  often 
to  great  advantage  in  reporting  names  of  corporations 
and  phrases  that  have  difficult  junctions,  or  are  often  in 
conflict  with  other  phrases. 

EXERCISE  ON  THE  USE  OF  INTERSECTED  WORDS  IN 
PHRASE  SIGNS. 


KEY:  Gulf  railroad,  national  bank,  temperance  society,  Dem- 
ocratic party,  their  company,  Christian  association,  railway  de- 
partment, finance  committee. 

Q.  What  is  the  seventh  class  of  new  phrase  signs? 

A.  It  is  what  is  now  called  legal  phrasing,  or  phrases 
used  in  court  reporting.  Legal  phrasing  in  court  re- 
porting is  growing  into  an  extended  system  of  phrasing 
peculiar  to  itself.  In  addition  to  the  usage  of  phrases 
constructed  by  the  several  methods  just  named,  it  allows 
the  leaving  out  of  such  words  in  the  phrases  as  are 
readily  recalled  and  need  no  representation  on  account 
of  their  oft  recurrence.  As-  the  words  "have  you"  in 
the  phrase  "  How  long  have  you  known  him  ?"  Legal 
phrasing  is  considered  at  length  in  the  "Shorthand 
Court  Reporter." 

EXERCISE  SHOWING  THE  USE  OF  LEGAL  PHRASING. 


How  long  have  Do  not      How  long      You  may    When  you 
you  been  in       know,  been  practicing  state.        heard  the. 
the  city?  medicine? 

Q.  What  is  the  eighth  class  of  new  phrase  signs  ? 

A.  They  consist  of  such  phrase  signs  as  represent  only 
a  part  of  the  words  of  the  phrase,  the  omitted  words 
being  supplied  from  the  context  in  reading  what  has 
been  written. 


174:  THE  SHORTHAND  REPORTER. 

Q.  What  words  generally  may  be  omitted  from  phrase 
signs? 

A.  Any  word  that  can  be  readily  supplied  by  the  con- 
text. In  law  reporting  we  shall  see  in  the  ' '  Shorthand 
Court  Reporter  "  there  are  many  omissions  of  words  in 
familiar  phrases  in  that  department  of  reporting. 

Q.  Upon  what  principle  are  these  words  omitted  ? 

A.  Upon  the  same  principle  that  parts  of  word  signs 
are  omitted.  Such  parts  of  the  word  outline  are  used  as 
will  best  suggest  the  word,  and  in  phrasing  such  parts 
of  the  phrase  signs  may  be  used  as  will  best  suggest  the 
phrase. 

Q.  What  familiar  words  are  specially  omitted  from 
phrase  signs? 

A.  The  words  "  of,  to,  a,  an,  and,  or,  the,  of  the, 
from,  and  from  to." 

Q.  Will  you  give  an  example  showing  the  manner  of 
using  this  class  of  phrase  signs? 


ff 


KEY:  Lord  God,  in  order  to  pay,  in  the  world,  again  and 
again,  more  or  less,  gentlemen  of  the  jury,  less  and  less,  from 
day  to  day,  from  city  to  city,  from  night  to  night,  more  and 
more. 

Q.  What  rule  is  provided  as  to  con  and  com,  etc.,  in 
phrases  ? 

A.  These  and  other  syllables  may  be  omitted  in  phrase 
signs  where  legibility  is  not  impaired. 

EXERCISE. 


_-/• 

In  consideration.      Extra  compensation.      He  was  going  there. 


THE  SHORTHAND  REPORTER.  175 

Q.  Is  the  principle  of  omission  extended  even  to  the 
omission  of  a  word  in  a  phrase  sign? 

A.  It  is.  In  st  loop,  in  such  phrases  as  "It  must  be," 
the  t  is  omitted  and  the  s  circle  is  made  instead  of  the 
st  loop. 

Q.  Are  any  of  the  omitted  words  indicated  by  the  po- 
sition of  the  other  parts  of  the  phrase  sign? 

A.  They  are.  From  and  to,  the  omitted  words  in  the 
phrase  "From  city  to  city"  in  the  preceding  exercise, 
are  indicated  by  writing  the  other  parts  of  the  phrase 
sign  close  together. 

Q.  Is  there  any  caution  required  as  to  the  use  of  the 
phrase  signs  of  this  class. 

A.  There  is.  None  of  these  phrase  signs  should  be 
used  unless  previously  studied  and  made  perfectly  fa- 
miliar. Unless  perfectly  familiar,  do  not  rely  upon 
them. 

Q.  How  is  "of  the"  before  a  phrase  sign  indicated? 

A.  By  many  reporters  of  the  is  indicated  by  writing 
the  phrase  sign  close  to  the  preceding  word.  The  sign 
for  "  of  the  "  is  so  simple  and  so  easily  made  that  the  au- 
thor generally  writes  it  in  all  his  reports.  Sometimes 
he  indicates  it  as  just  stated. 

WORDS  THAT  BEGIN  PHRASES. 

Q.   With  what  words  may  phrase  signs  begin  ? 

A.  With  any  word  that  begins  a  phrase  in  English. 

Q.  Are  the  tick  and  half -circle  signs  much  used  for 
this  purpose? 

A.  They  are.  There  are  a  great  many  useful  phrases 
begun  with  the  tick  and  the  half-circle  letters  w  and  y. 

Q.  Are  all  the  tick  letters  used  for  this  purpose  ? 

A.  All  except  the  tick  for  "the."  This  tick  is  used 
at  the  beginning  of  only  one  word — the  word  first.  At 
other  times  it  is  used  only  after  a  preceding  word  in  a 
phrase  sign.  This  does  not  mean  that  it  is  used  at  the 


176  THE  SHORTHAND  REPORTER. 

end  of  the  phrase  sign  only,  but  that  it  is  used  also  at 
the  end  of  any  of  the  word  signs  in  the  phrase  sign. 

EXERCISE  ILLUSTRATING  THE  USE  OF  TICK  SIGN  FOR 
THE. 

The        In  the       From  the.    Over  the.       In  the.          Have  the. 
first.        house. 

Q.  How  may  the  tick  sign  for  ' '  the  "  be  made  in  phrase 
signs? 

A.  It  may  be  made  up  or  down  and  in  the  direction 
of  b  or  j,  which  enables  it  to  be  written  after  any  pho- 
nographic letter.  In  the  exercise  below  note  how  the 
tick  is  made  in  each  phrase  sign  given. 

Q.  How  is  the  sign  for  "a,  an,  and"  made  in  phrase 
signs  ? 

A.  When  it  is  at  the  beginning  of  a  phrase  sign  it  is 
made  horizontal,  and  it  accommodates  itself  to  the  posi- 
tion of  the  next  sign  in  the  phrase,  except  on  the  phrases 
"  and  a,  and  the  "  it  is  made  either  perpendicular  or  hori- 
zontal— generally  horizontal  at  the  beginning  of  a  phrase 
sign,  and  perpendicular  at  the  end  of  any  preceding  word 
in  the  phrase  sign.  The  words  and  the,  and  a  are  writ- 
ten on  the  line.  This  tick  is  never  written  alone;  it  is 
preferably  written  initially  to  prevent  a  conflict  with  tick 
the. 

EXERCISE  SHOWING  THE  MANNER  OF  USING  THE  TICK 
FOR  A,  AN,  AND,  IN  PHRASE  SIGNS. 

, 9 £ / Z 

And  a.       And  the.         And  think.       An  age.       And  which. 

Q.  How  is  the  sign  for  "I"  made  in  phrase  signs? 

A.  Either  the  right  or  the  left  part  of  the  sign  for  I 
may  be  used,  or  the  entire  sign,  or  a  perpendicular  dash 
in  position  of  I  on  horizontal  letters  or  alone.  If  a 


THE  SHORTHAND  REPORTER.  177 

part  of  the  right  or  left  sign  is  used,  it  may  be  made  up 
or  down,  and  in  the  direction  of  b  and  j,  which  it  is  seen 
is  the  natural  position  of  its  parts.  Some  distinguished 
reporters  use  the  whole  sign  for  I  on  the  perpendicular 
letters  and  a  part  of  the  sign  on  the  other  letters.  They 
do  this  to  prevent  a  conflict  with  the  hooks.  We  rec- 
ommend the  use  of  a  part  of  the  sign  for  I  in  all  phrase 
signs.  The  parts  of  signs  for  I  may  be  made  up  or 
dowTn,  and  either  from  the  right  or  the  left,  or  perpen- 
dicular, and  may  be  made  so  as  not  to  conflict  with  the 
hooks.  I  is  always  written  at  or  near  its  position,  as  is 
explained  under  the  head  of  "Position  of  Phrase  Signs" 
—that  is,  in  the  first  position. 

Q.  How  may  the  tick  for  he  be  joined  in  a  phrase 
sign? 

A.  He  should  always  be  written  in  the  second  posi- 
tion, at  or  near  the  line.  It  is  made  in  the  direction  of 
ch,  but  on  letters  written  upward  it  may  be  made  in  the 
direction  of  b,  as  on  ray  and  1.  It  is  never  made  per- 
pendicular. 

EXERCISE  SHOWING  THE  USE  OF  THE  1  AND  HE  TICK 
SIGNS  IN  PHRASING. 


I  am.          He  may.      I  do  not.      He  has  been.        He  was. 

Q.  How  are  the  small  half-circle  letters  for  w  and  y 
joined  in  phrase  signs? 

A.  They  may  be  joined  initially  or  after  any  word 
sign  in  the  phrase  sign.  If  a  proper  junction  can  be 
made,  they  will  be  made  according  to  their  true  direc- 
tions as  representatives  of  words;  but  if  proper  junc- 
tions cannot  be  made,  the  w  and  y  signs  may  respective- 
ly be  turned  in  either  of  their  directions  to  represent  any 
word  for  which  they  stand. 
12 


178  THE  SHORTHAND  REPORTER. 

EXERCISE  SHOWING  THE  USE  OF  THE  HALF-CIRCLE 
LETTERS. 

) i. «.... 

What  was.    We  do.    We  may.     You  may.    You  will.    You  can. 

POSITION  OF  PHRASE  SIGNS. 

Q.  What  is  the  general  rule  as  to  the  position  of 
phrase  signs? 

A.  The  first  word  of  a  phrase  sign  is  generally  writ- 
ten in  the  position  it  would  occupy  if  alone,  and  the 
other  words  of  the  phrase  follow  without  any  regard 
whatever  to  position. 

Q.  What  exception  is  made  in  regard  to  very  familiar 
legible  phrase  signs. 

A.  If  there  is  no  chance  for  conflict  with  other  out- 
lines, they  may  be  written  in  the  most  convenient  posi- 
tion. 

Q.  When  the  second  word  of  a  phrase  is  required  to 
be  in  a  certain  position  to  prevent  conflict  with  a  simi- 
lar sign  for  another  word,  which  is  also  written  in  a  cer- 
4"tain  position,  what  rule  applies  in  that  case  ? 

A.  The  sign  for  the  second  word  is  written  in  posi- 
tion, and  all  the  other  parts  of  the  phrase  sign,  includ- 
ing the  sign  of  the  first  word,  must  conform  to  it;  that 
is,  the  second  word  will  be  guide  to  the  position  instead 
of  the  first. 

Q.  Give  an  example  illustrating  this  rule. 

A.  Take  the  words  do  and  had.  They  both  belong 
to  the  third  position;  but  to  prevent  conflict,  do  is  writ- 
ten in  the  second  position,  and  had  in  the  third.  If 
either  do  or  had  should  be  a  second  word  in  a  phrase, 
the  phrase  will  be  written  in  the  second  position  if  it  is 
do,  and  in  the  third  position  if  it  is  had. 

Q.  Are  there  any  word  signs  which  may  be  written 
out  of  their  position,  as  parts  of  phrase  signs,  at  will '. 


THE  SHORTHAND  REPORTER.  179 

A.  Yes;  a,  an,  and  the,  words  represented  by  the 
small  half-circle  w  and  y,  and  words  represented  by  the 
"in  hook." 

Q.  In  order  to  make  proper  junctions  with  the  w  and 
y  half -circle  letters  in  the  different  positions  used,  how 
may  they  be  turned,  and  what  words  will  they  represent  ? 

A.  The  w  and  y  half-circle  letters  may  be  turned  with 
their  opening  either  to  the  right  or  left,  and  the  y  half- 
circle  letters  either  up  or  down,  as  is  most  convenient  to 
be  joined  in  phrases,  and  they  may  represent  any  word 
for  which  they  stand  alone. 

Q.  What  distinction  is  made  in  regard  to  the  impor- 
tant words  I  and  he  in  phrase  signs  ? 

A.  I  is  written  above  the  line,  either  in  its  true  posi- 
tion or  as  near  as  can  be  to  it  to  carry  out  the  rule  in  re- 
gard to  writing  second  words  of  phrase  signs  in  fixed 
positions.  I  may  be  made  in  phrase  signs  complete,  or 
one  part  of  it  in  the  direction  of  p,  or  the  other  in  the 
direction  of  ch,  may  be  used.  It  may  be  made  up  or 
down,  but  where  convenient  generally  upward.  On 
horizontal,  straight  letters,  I  may  be  expressed  by  a 
perpendicular  tick  in  first  position.  He  is  always  writ- 
ten on  the  line,  or  as  near  as  possible  to  it  under  the 
rules  of  position  just  mentioned  for  I.  In  law  re- 
porting it  is  very  important  to  distinguish  these  words. 
Whether  I  said  something  or  he  said  something  may  be 
the  turning  point  in  a  case.  I,  when  alone,  is  best  rep- 
resented by  a  perpendicular  tick,  and  he  by  a  tick  in  the 
direction  of  ch. 

SPECIAL  PHEASE  SIGNS. 

There  are  some  special  instructions  in  regard  to  the 
representation  of  certain  words  used  in  phrase  signs. 
Will  you  state  what  these  are  as  the  words  are  pro- 
nounced to  you  ? 

Q.  Any  and  no  ? 


180  THE  SHORTHAND  REPORTER. 

A.  In  the  midst  of  a  phrase  sign  the  word  any  should 
be  vocalized,  where  it  is  likely  to  conflict  with  the  sign 
for  no.  In  important  reports,  as  court  charges,  the 
author  writes  "no"  in  third  position  and  any  in  the 
first. 

Q.  At  some  time  and  at  the  same  time? 

A.  In  the  midst  of  a  phrase  the  word  some  should  be 
vocalized. 

Q.  First  and  at  first  ? 

A.  First  is  represented  by  the  st  loop,  and  at  first  by 
the  st  loop  on  t. 

Q.  Street  and  avenue  ? 

A.  Street  may  be  represented  by  the  st  loop  on  the 
name  of  the  street,  and  avenue  by  v  joined  or  inter- 
sected. 

Q.  Year? 

A.  Year  may  be  represented  by  small  y  opening 
downward,  or  by  the  letter  Y.  The  latter  is  commend- 
ed by  Mr.  Edward  M.  Williams,  a  prominent  reporter 
of  Louisville,  Ky.,  to  prevent  a  conflict  with  the  word 
night.  , 

Q.  Is  it,  as  it,  has  it? 

A.  By  the  st  loop. 

Q.  Is  there,  has  there  ? 

A.  By  the  ster  loop. 

Q.  Any  word  represented  by  the  circle  s  after  st  or 
ster  loops,  or  double  circle  ? 

A.  By  turning  the  circle  s  on  the  opposite  side  of  the 
stem  letter  s,  as  in  phrase  "Against  his,"  below. 

Q.  Occupy  and  keep  ? 

A.  Vocalize  occupy. 

Q.  Don't,  didn't,  and  hadn't. 

A.  By  a  half-length  n  under  d. 

Q.  They  have? 

A.  Th,  with  a  hook  like  the  shun  hook — £. 

Q.  Stairs  and  store  ? 


THE  SHORTHAND  REPORTER.  181 

A.  Store  may  be  represented  by  the  ster  loop  on  the 
preceding  stem;  stairs  by  the. ster  loop,  with  an  added  s 
circle. 

Q.  House? 

A.  This  is  easily  written  with  hs,  but  in  phrase  signs 
may  sometimes  be  represented  by  the  s  circle.  (See 
phrase  "in  the  storehouse"  in  exercise  below.) 

Q.  The  words  "in  law"  applied  to  relationship? 

A.  By  n  with  the  1  hook;  as  mother-in-law  in  exer- 
cise below. 

Q.  Indeed  and  no  doubt? 

A.  Indeed  in  the  midst  of  a  phrase  should  be  vocal- 
ized. 

Q.  Or,  between  figures  or  two  words  ? 

A.  It  may  be  expressed  by  writing  one  under  the 
other,  or  by  the  sign  for  or. 

Q.  Director,  direction,  contractor,  conductor? 

A.  These  should  be  written  with  distinct  signs.  (See 
line  6  in  exercise.) 

Q.  At  least,  at  length,  at  all  events? 

A.  These  are  written  in  connection  with  1  hook.  (See 
lines  6  and  7  in  exercise.) 

Q.  Than  after  the  loops  and  within  the  hooks  ? 

A.  As  heretofore  explained,  than  may  be  represented 
after  loops  by  carrying  the  line  that  makes  the  loop  to 
the  other  side  of  the  letter  and  turning  it  abruptly 
down,  and  within  other  hooks  by  turning  a  hook  within 
the  other  hooks.  (See  line  7  in  the  exercise.)  This 
sign  for  added  n  may  also  represent  all  words  in  phrases 
for  which  n  hook  stands. 

Q.  R  and  rt  and  rd,  when  they  follow  n  ? 

A.  These  may  be  represented  in  phrase  signs  by  an  n 
with  an  r  hook,  and  where  the  t  or  d  is  to  be  added  this 
can  be  done  by  halving  the  n.  This  principle  is  useful 
in  phrases  like  in  receipt,  in  reference,  in  response, 


182 


THE  SHORTHAND  REPORTER. 


etc.,  and  in  half-lengths  to  imply  t  or  d  in  such  phrases 
as  at  any  rate,  in  order  that,  etc.  See  exercise  follow- 
ing. 

EXERCISE  ON  SPECIAL  PHRASE  SIGNS. 


t •; 


^v_ 


6. 


I 


* 


NP 


-J * L; L> I 


KEY:  In  any  event,  at  no  time,  at  some  time,  at  first,  Hill 
Street,  about  a  year,  is  it  not  a  fact,  is  it  as,  is  there  any  other 
way,  against  us,  did  you  occupy  the  house,  don't,  didn't,  hadn't 
it,  upstairs,  downstairs,  drug  store,  in  the  storehouse,  father-in- 
law,  mother-in-law,  brother-in-law,  sister-in-law,  indeed,  no 
doubt,  seven  or  eight,  night  or  day,  day  or  year,  director,  direc- 
tion, contractor,  conductor,  at  least,  at  length,  at  all  events,  bet- 
ter than,  vaster  than,  faster  than,  in  reference,  in  order  to,  in 
order  that,  at  any  rate,  in  receipt,  in  reply,  in  response. 


THE  SHORTHAND  REPORTER. 


183 


SPECIAL  WORD  AND  PHRASE  SIGNS. 


184  THE  SHOETHAND  REPORTER. 

KEY  TO  SPECIAL  WORD  AND  PHRASE  SIGNS. 
We  are,  you  are,  they  are,  will  you,  you  will,  hear  you,  see 
you,  are  you,  you  may,  you  know,  we  did,  we  do,  we  had,  at 
hand,  at  the  same  time,  best  of  (my  or  your)  knowledge,  circum- 
stantial evidence,  eternal  life,  fellow-citizens,  for  this  reason, 
from  there,  free  trade,  for  instance,  for  certain,  for  the  purpose, 
handwriting,  human  life,  House  of  Lords,  House  of  Commons, 
House  of  Representatives,  House  of  Parliament,  House  sessions, 
Senate  sessions,  honorable  friend,  honorable  gentleman,  honora- 
ble Senator,  honorable  member,  north,  northeast,  northwest, 
northwestern,  northward,  south,  southeast,  southeastern,  south- 
west, east,  Easter,  eastern,  west,  western,  Right  Honorable,  Right 
Reverend,  Secretary  of  State,  Secretary  of  War,  Secretary  of  the 
.Treasury,  Secretary  of  the  Interior,  so  as  to  be,  so  as  to  receive, 
so  there  is,  step  by  step,  there  are,  there  were,  there  is  another 
way,  the  other,  was  there,  when  there,  hither,  were  there,  in 
there,  thither,  whether  or  not,  for  their  own,  as  near  as  can  rec- 
ollect, any  other  note,  to  write,  the  note,  in  my  own  name,  timber 
land,  in  the  middle,  in  the  property,  in  this  paper,  at  what  office, 
for  reasons,  got  out  of  view,  I  am  certain,  in  first  instance,  how 
many  times,  absolutely  necessary,  Mr.  Chairman,  Mr.  President, 
in  this  case. 

CLOSE  OF  INSTRUCTION  ON  THE  PRINCIPLES. 

All  the  principles  of  the  art  of  shorthand,  as  used  by  the  most 
advanced  phonographers,  have  been  presented  and  explained  in 
this  book,  and  we  have  now  reached  the  third  division — the  prac- 
tical application  and  use  of  the  art. 

The  exercises  that  follow  should  be  carefully  studied  as  they 
are  reached,  in  connection  with  the  principles  of  the  art,  and  in 
this  way  every  outline  will  be  fully  understood  and  the  princi- 
ples be  kept  fresh  in  the  mind.  So,  while  we  close  the  instruc- 
tions on  the  principles,  we  do  not  leave  them  behind,  but  carry 
them  with  us  in  the  mind.  Every  effort  has  been  made  to  pre- 
sent the  art  in  a  way  that  the  student  may  have  a  proper  concep- 
tion of  it  at  every  stage  of  his  progress.  He  first  had  the  sounds 
used  in  speaking  the  language;  he  next  had  the  letters  used  in 
phonography  to  represent  the  sounds.  He  was  then  taught  how 
to  combine  these  letters  to  represent  the  spoken  words.  He  was 
then  shown  that  these  forms  were  not  adequate  for  verbatim  re- 
porting, but  that  by  the  use  of  the  nine  principles  of  contraction 
the  forms  could  be  made  so.  These  principles  of  contraction 


THE  SHORTHAND  REPORTER.  185 

were  the  use  of  hooks,  circles,  loops,  the  halving  and  doubling 
principles,  dispensing  with  the  vowels  and  diphthongs,  the  omis- 
sion of  certain  parts  of  the  consonant  outlines  of  words,  the  use 
of  brief  signs  for  common  syllables,  the  use  of  brief  signs  for 
common  words,  and  lastly  by  the  use  of  phrasing — that  wonder- 
ful "art  within  an  art"  which  is  the  delight  of  all  who  thor- 
oughly master  it.  With  these  principles  mastered,  the  student 
stands  at  the  threshold  of  success  in  the  use  of  these  principles, 
and  to  that  department — the  practical  application  of  the  art — we 
now  invite  him. 


186  THE  SHORTHAND  REPORTER. 


THE  THIED  DIVISION. 

THE  PRACTICAL  APPLICATION  AND  USE  OF 
THE  ART. 

APPLICATION  OF  THE  PRINCIPLES. 

It  requires  a  discriminating  judgment  and  some 
thought  to  apply  the  principles  of  phonography  cor- 
rectly. The  principles,  however,  are  few  in  number,  and 
are  easily  mastered  by  the  aid  of  this  book,  and  there  is 
no  reason  for  any  one  to  despair  of  becoming  a  cred- 
itable phonographer  who  will  be  guided  by  the  direc- 
tions given  herein.  Let  us  call  attention  briefly  to  some 
of  the  leading  principles  of  the  art,  and  their  practical 
application,  that  the  student,  before  going  to  the  work 
upon  which  he  is  about  to  enter,  may  be  refreshed  as  to 
those  general  requirements  which  will  tend  to  enhance 
his  success. 

1.  Artistic  Beauty  of  Outlines. — When  an  outline  is 
made  that  does  not  appear  artistic — that  is,  regular,  nat- 
ural, smooth,  and  flowing,  with  only  the  angles  that 
should  result  from  joining  the  letters,  hooks,  circles,  or 
loops  that  occur  in  the  word  outline — we  should  seek 
to  discover  a  remedy  and  apply  it  to  the  relief  of  the 
outline.  For  instance,  we  have  seen  that  1  and  sh  may 
be  made  up  or  down,  and  this  license  enables  us  to  make 
many  outlines  artistic  that  otherwise  would  not  be  so. 
The  student  should  remember  this  principle  now.  Take 
the  words  lesson  and  loosen.  A  downward  1  makes  an 
outline  that  comes  within  the  rule,  while  an  upward  1 
with  s-n  attached  would  make  an  unsightly  form.  He 


THE  SHORTHAND  REPORTER.  187 

should  also  bear  in  mind  that  the  downward  r  is  made  be- 
fore m  when  coming  before  it  in  an  outline. 

EXAMPLE. 


Lesson.  Loosen.  Rejected  forms. 

2.  Legible  Forms.  —  Some  systems  of  phonography 
sacrifice  everything  for  brevity,  and  these  brief  forms 
are  very  attractive  to  the  student,  but  the  experience  of 
the  best  reporters  is  that  the  plain,  flowing,  legible  out- 
lines are  better.  There  is  no  use  to  write  anything  that 
cannot  be  read.  The  amanuensis  and  reporter  frequent- 
ly write  easily,  but  when  called  upon  to  read  their  notes 
they  are  put  to  blush  and  shame,  because  of  their  illegi- 
ble forms.  To  aid  legibility,  we  have  rules  as  to  making 
s,  r,  and  w  at  the  beginning  of  outlines: 

(1)  If  there  is  a  vowel  immediately  before  s,  r,  or  w, 
the  curve  stroke  letters  should  be  used;  as  in  the  words 
assert,  orbit,  awake,  in  the  example  following. 

(2)  If  there  is  no  vowel  before  these  letters  at  the  be- 
ginning of  a  word  outline,  then  as  a  general  thing  we 
would  use  the  s  circle,  upward  r  (ray),  and  the  half  circle 
w;  as  in  walk,  watch,  rap,  in  the  example  below. 

(3)  As  to  the  use  of  w:  When  an  r  or  1  hook  can  be  used 
on  w  or  immediately  following  it  in  an  outline,  the  stroke 
w  should  be  used;  as  in  the  words  worded,  warden,  welkin, 
wager.     We  make  an  exception  to  this  rule  in  the  word 
water,  to  prevent  a  conflict  with  outlines  of  other  words. 

EXAMPLE. 


Assert.       Orbit.       Awake.  Walk.  Rap.  Worded.  Warden. 


4 


Welkin.      Wager.         Watch.      Work.      Warehouse.     Water. 


188      ,  THE  SHORTHAND  REPORTER. 

3.  The  Ready  Use  of  the  Principles  of  Contraction. — 
The  ear  must  be  trained  by  practice  to  detect  in  given 
words,  immediately,  all  the  principles  of  contraction  in- 
volved. The  teacher  should  dictate  words  for  this  pur- 
pose, and  the  student  give,  without  hesitation,  every 
principle  of  contraction  involved  in  the  word.  The  fol- 
lowing is  the  best  form  of  proceeding: 

Will  you  name  the  principles  of  contraction  used  in 
the  following  words  ? 


TEACHER. 

(Dictating.) 


Blake 

Roses 

Pastor 

Revised... 
Mother.... 
Cutworm.. 
Insolvent. . 


Reporter 

Seeing 

Brotherhood  . . . 

From 

Sanction 

Instruction. . . . 


PUPIL. 

(Answering.) 
The  1  hook. 
The  sez  circle. 
The  ster  loop. 
The  st  or  sd  loop. 
Doubling  m  for  ther. 

The  halving  of  k  for  cut  and  r  hook  for  r. 
In  curl  for  in,  v  halved  for  t. 
R  hook  for  second  r,  ter  hook  for  ter. 
Syllabic  sign  for  ing. 
Ter  hook  and  syllabic  sign  for  hood. 
Word  sign — m. 

The  sign  for  k  is  omitted,  shun  hook. 
Instr  hook  and  omission  of  k,  shun  hook. 


EULES  TO  BE  OBSERVED  IN  WRITING  PHONOGRAPHY. 

1.  As  to  Self -Possession. — Absolute  self-possession  is 
essential  to  success  in  writing  phonography.     It  will  not 
do  for  the  reporter  to  become  excited,  or  lose  confidence 
in  himself,  and  distrust  his  ability  to  do  the  work  he 
has  undertaken.     If  the  work  is  not  done  satisfactorily, 
turn  back  and  go  through  the  practice  recommended 
again  and  again,  until  the  goal  is  reached.     But  always, 
under  all  circumstances,  and  in  all  places,  be  self-pos- 
sessed, and  do  the  best  that  can  be  done. 

2.  As  to  the  Affectation  of  Great  Speed. — Some  re- 
porters move  their  hands  about  rapidly,  and  turn  the 
leaves  of  their  notebooks  with  a  flourish,  and  seek  to 
impress  all  present  with  their  wonderful  speed.     This  is 


THE  SHORTHAND  REPORTER.  189 

all  wrong.  The  reporter  must  be  quiet,  unassuming,  and 
try  not  to  let  the  least  effort  on  his  part  be  seen.  Let  the 
ease  with  which  the  work  is  done  commend  him  to  those 
about  him.  One  can  write  faster  this  way,  do  much  bet- 
ter work,  and  be  more  successful.  While  one  hand  is 
engaged  in  writing,  let  the  other  prepare  the  leaf  to  be 
turned,  and  at  the  right  moment  turn  the  leaf  without 
the  least  noise  or  confusion. 

3.  As  to  How  to    Write  Phonography. — Write   the 
characters  close  together.     Do  not  make  them  too  large 
and  scrawling,  but  medium  size,  and  have  them  trim 
and  neat.     Make  the  best  possible  outline  or  word  sign 
for  each  word  as  it  is  spoken.     It  matters  not  whether 
it  is  a  new  word,  never  heard  before,  or  an  old  word, 
never  written  before,  do  not  hesitate  in  the  least  to  write 
it.    Write  it  by  its  sound,  and  pass  on  as  though  it  were 
an  old,  familiar  form.     Whenever  it  should  be  done,  ac- 
cording to  the  rules  heretofore  given,  combine  outlines 
into  phrase  signs,  or  make  new  phrase  signs.    Judicious 
phrasing  adds  both  speed  and  legibility  to  the  writing, 
and  should  be  introduced  at  the  beginning  of  the  prac- 
tical exercises,  and  its  use  should  grow  with  experience. 

4.  As  to  Practice  on  New  Words. — Make  a  practice 
of  writing  new  words  from  the  dictionary.     Make  the 
outline,  and  place  the  vowels  and  diphthongs  in  it  ac- 
curately and  instantaneously.     This  practice  will   be 
found  to  be  very  useful,  and  should  be  carried  on  at  all 
stages  of  reportorial  work. 

5.  As  to  Improving  One's  Method  of  Writing. — At  all 
stages  of  a  shorthand  writer's  career,  if  a  bad  outline  is 
discovered  when  transcribing  shorthand  notes  the  out- 
line should  be  rewritten  with  a  better  outline,  and  a  little 
practice  be  had  on  the  corrected  form,  so  that  it  will 
never  be  written  incorrectly  again. 

NOTE. — If  observed,  these  five  rules  will  be  worth  their  weight 
in  gold,  and  will  prove  of  great  value  to  the  student  of  phonog- 
raphy. 


190  THE  SHORTHAND  REPORTER. 

METHODS  OF  PRACTICE  TO  GAIN  SPEED. 

Procure  some  one  to  read  aloud  all  the  shorthand  ex- 
ercises that  now  follow  in  this  book.  Read  them  slowly 
at  first,  and  then  faster  the  next  time,  and  so  on  until  they 
can  all  be  written  at  the  speed  of  two  hundred  words  per 
minute.  Each  time  the  exercises  are  read  compare  the 
notes  taken  with  the  original  notes  in  the  text,  and  see 
that  every  word  is  properly  written. 

The  next  method  of  practice  is  to  memorize  some 
speech  or  article,  and  write  that  one  article  every  day, 
until  it  can  be  written  at  the  rate  of  two  hundred  words 
per  minute.  Memorizing  the  piece  enables  one  to  reach 
the  highest  possible  speed,  and  helps  in  reading  the  fastly 
written  characters.  It  must  be  borne  in  mind  that  the 
faster  phonography  is  written  the  more  difficult  it  is  to 
read,  the  characters  being  thrown  more  or  less  out  of  po- 
sition and  out  of  shape.  But  being  memorized,  each 
character  can  be  readily  recalled  and  studied  in  these  par- 
ticulars, and  the  knowledge  thus  obtained  be  useful  in 
reading  other  hastily  written  notes. 

DIVISION  OF  WORK  IN  THE  PRACTICE  OF  PHONOGRAPHY. 

There  are  several  divisions  in  the  work  of  practical 
phonography.  The  first  is  for  the  shorthand  clerk,  re- 
lating more  particularly  to  what  is  called  the  work  of  the 
amanuensis,  in  all  kinds  of  business  and  professional  of- 
fices. The  second  is  for  the  shorthand  court  reporter, 
and  relates  to  legal  work  in  the  courts,  in  actual  report- 
ing of  cases.  Of  course  the  shorthand  clerk  in  lawyers' 
offices  will  master  the  lists  of  legal  phrases  and  terms  as 
a  part  of  his  amanuensis  work.  The  third  is  for  news- 
paper reporters,  relating  to  the  use  of  shorthand  in 
newspaper  offices.  The  fourth  is  for  sermon  reporters, 
those  who  devote  themselves  particularly  to  sermon- 
reporting.  The  last  is  for  the  general  reporter,  em- 
bracing work  in  all  departments  of  life,  which,  of  course, 


THE  SHORTHAND  REPORTER.  191 

includes  the  work  of  all  departments  of  the  reportorial 
art. 

The  student  should  understand  that,  while  these  spe- 
cial divisions  are  distinct,  he  should  not  stop  at  any 
particular  division  of  the  work,  but  master  the  entire 
art,  in  all  its  applications,  and  be  ready  to  fill  any  posi- 
tion that  may  offer.  The  divisions  are  made  simply  to 
show  the  best  order  in  which  to  take  up  the  subjects  of 
shorthand  business  life. 

NOTE. — It  was  originally  intended  to  take  up  and  illustrate 
fully  all  these  departments  of  shorthand  work  in  this  volume, 
but  it  is  found  that  this  would  make  a  volume  too  large  and  un- 
handy for  use  in  school  work  in  teaching  the  principles  of  the 
art.  A  book  containing  the  principles  must  necessarily  be  much 
used  and  worn  in  mastering  the  art,  and  it  is  perhaps  better  to 
have  these  departments  in  a  separate  volume.  The  department 
of  the  "  Shorthand  Court  Reporter  "  contains  many  plates,  forms, 
and  directions,  and  that  of  the  ' '  Shorthand  Clerk ' '  many  sug- 
gestions, illustrations,  and  valuable  information  for  the  amanu- 
ensis. 

KEYS  TO  EXERCISES. 

To  FIRST  READING  EXERCISE. — Step  up  and  take  this  pencil 
and  write  your  name.  He  exercises  charity  toward  all  men  as 
brothers.  She  went  home  with  a  headache.  Mary's  roses  bloom 
beautifully  now,  but  mine  have  not  bloomed  at  all.  She  may  go  at 
recess-time,  but  he  can  go  at  all  times.  A  refusal  of  praise  is  only 
a  wish  to  be  praised  twice.  We  know  we  have  all  sufficient 
strength  to  sustain  us.  What  grace  is  to  the  body  good  sense  is 
to  the  mind.  Give  her  of  the  fruit  of  her  hands,  and  let  her 
works  praise  her  in  the  gates.  Taste  not,  touch  not,  handle  not 
the  unclean  thing.  It  will  be  for  us  and  not  for  you.  It  is  nec- 
essary to  see  the  church  before  we  leave  the  State.  Did  you 
make  the  blunder  you  were  expected  to  make?  You  may  ship 
more  paper  next  month.  We  protest  against  expenses.  Keep  in 
the  middle  of  the  road.  I  am  sure  you  will  see  all  the  members 
of  the  council.  I  do  not  know  more  than  two  of  them.  Do  you 
know  when  you  heard  the  man  down  there? 

KEY  TO  THE  SECOND  READING  EXERCISE. — (Phonographers 
who  desire  to  test  the  method  taught  in  this  book  with  that  of 
any  other  system  of  shorthand  are  invited  to  write  this  article 


192  THE  SHORTHAND  REPORTER. 

after  their  method  and  then  compare  it  with  the  plate  of  which 
this  is  the  key.)  "A  Visit  to  the  Country."  1  did  not  wait  for 
Williams,  but  hastened,  at  once,  to  where  the  women  were  at 
work  near  the  house.  On  the  way  I  caught  up  with  Harmon 
Wilkins,  and  entered  into  an  agreement  with  him  about  some 
matters  between  us.  By  that  time  we  were  in  sight  of  the  house 
and  soon  had  the  pleasure  of  a  royal  welcome  from  our  friends. 
We  were  given  the  room  on  the  western  side  of  the  house,  which 
we  found  to  be  an  excellent  place  for  rest.  This  house  was  a 
neat  country  cottage  located  on  a  high  red  hill  in  the  neighbor- 
hood of  Wilmot.  Behind  it  was  a  piece  of  dense  woodland — a 
background  of  beautiful  green.  On  the  right  hand  was  an  or- 
chard of  fruit  trees,  and  to  the  left  was  the  barn  and  outhouses, 
made  of  hickory  wood.  Here  in  this  retreat  lived  these  working 
women.  They  had  heard  of  the  populous  city  with  its  beauti- 
ful house  and  homes,  but  they  loved  the  natural  things  which 
abound  in  the  country.  They  had  heard  of  the  happy  beauties 
in  the  world  of  fashion,  but  preferred  the  quietude  of  home.  We 
were  delighted  with  our  stay  in  this  place,  and  left  with  a  higher 
opinion  of  country  life.  On  the  way  homeward  we  passed  in 
rear  of  the  house,  down  the  hill,  eastward,  and  soon  were  again 
around  our  own  happy  hearthstone. 

KEY  TO  THE  THIRD  READING  EXERCISE. — "A  Young  Man's 
Verses."     (Reproduced  from  Brown's  Phonographic  Monthly.) 

I  write  "  my  darling ''  in  the  magic  script 
Whose  subtle  meanings  flash  upon  the  sense 

With  startling  power,  as  though  the  pen  were  dipped 
In  liquid  lightning,  fervid  and  intense. 

I  write  "  my  dear  "  with  curve  of  rosy  lips, 
Whose  sweetness  I  can  prove  by  one  swift  kiss; 

"  My  queen  of  hearts  "  from  pen  point  softly  slips 
As  if  it  wrote  itself  for  very  bliss. 

I  write  "my  love,"  which  is,  in  fact,  " my  life," 

With  stronger  emphasis,  for  life  is  love; 
And,  just  for  practice,  I  will  write  "my  wife," 

The  sweetest  lover's  phrase  of  all,  by  Jove ! 

Let  those  who  must  write  out  the  words  that  burn, 
With  lingering,  painful,  hesitating  hands; 

(Jive  me  the  lightning  curve  and  stroke  that  turn 
To  instant  speech  with  her  who  understands. 

(NOTE.—  The  words  sweetness  and  sweetest  are  best  written  with  the  stroke 
w  halfed,  with  us  and  st  respectively,  and  "  word  "  with  w  halved  with  r  hook). 

For  key  to  "  Paul's  Defense  before  King  Agrippa,"  see  Acts 
of  the  Apostles,  twenty-sixth  chapter,  verses  2-30. 


THE  SHORTHAND  REPORTER. 


193 


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THE  SHORTHAND  REPORTER. 


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THE  SHORTHAND  REPORTER. 


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THE  SHORTHAND  REPORTER.  199 

EXTRACT  FROM  DAVID  COPPERFIELD. 

KEY  TO  THE  FIVE  ENGRAVED  PLATES  FOLLOWING. — The  first 
subject  on  which  I  had  to  consult  Traddles  was  this:  I  had 
heard  that  many  men  distinguished  in  various  pursuits  had  be- 
gnu  life  by  reporting  the  debates  in  Parliament.  Traddles  hav- 
ing mentioned  newspapers  to  me  as  one  of  his  hopes,  I  had  put 
the  two  together,  and  told  Traddles  in  my  letter  that  I  wished 
to  know  how  I  could  qualify  myself  for  this  pursuit.  Trad- 
dies  now  informed  me,  as  the  result  of  his  inquiries,  that  the 
mechanical  acquisition  necessary  (except  in  rare  cases)  for  thor- 
ough excellence  in  it — that  is  to  say,  a  perfect  and  entire  com- 
mand of  the  mystery  of  shorthand  writing  and  reading — was 
about  equal  in  difficulty  to  the  mastery  of  six  languages;  and 
that  perhaps  it  might  be  attained,  by  dint  of  perseverance,  in 
the  course  of  a  few  years.  Traddles  reasonably  supposed  that 
this  would  settle  the  business;  but  I,  only  feeling  that  here  in- 
deed were  a  few  tall  trees  to  be  hewn  down,  immediately  re- 
solved to  work  my  way  on  to  Dora  through  this  thicket,  ax  in 
hand.  "I  am  much  obliged  to  you,  my  dear  Traddles,"  said  1; 
"I'll  begin  to-morrow."  Traddles  looked  astonished,  as  he 
well  might;  but  he  had  no  notion  as  yet  of  my  rapturous  con- 
dition. "I'll  buy  a  book."  said  I,  "with  a  good  scheme  of  this 
art  in  it,  and  work  at  it  at  the  (Doctors')  Commons,  where  I 
haven't  half  enough  to  do.  I'll  take  down  the  speeches  of  our 
court  for  practice.  Traddles,  my  dear  fellow,  I'll  master  it." 

I  did  not  allow  my  resolution  with  respect  to  Parliamentary 
debates  to  cool.  It  was  one  of  the  irons  I  had  begun  to  heat  im- 
mediately, and  one  of  the  irons  I  kept  hot  and  hammered 
at  with  a  perseverance  I  may  honestly  admire.  I  bought  an  im- 
proved scheme  of  the  noble  art  and  mystery  of  stenography 
(which  cost  me  ten  and  sixpence),  and  plunged  into  a  sea  of  per- 
plexity that  brought  me  in  a  few  weeks  to  the  confines  of  dis- 
traction. The  changes  that  were  rung  upon  dots,  which  in 
such  a  position  meant  such  a  thing,  and  in  such  another  position 
something  else  entirely  different:  the  wonderful  vagaries  that 
were  played  by  circles,  the  unaccountable  consequences  that  re- 
sulted from  marks  like  flies'  legs,  the  tremendous  effects  of  a 
curve  in  the  wrong  place,  not  only  troubled  my  waking  hours, 
but  reappeared  before  me  in  my  sleep. 

When  I  had  groped  my  way  bl  indly  through  these  difficul  ties  and 
had  mastered  the  alphabet,  which  was  an  Egyptian  temple  itself, 
there  then  appeared  a  procession  of  new  horrors,  called  arbitrary 
characters,  the  most  despotic  of  characters  I  have  ever  known, 


200  THE  SHORTHAND  REPORTER. 

who  insisted,  for  instance,  that  a  thing  like  the  beginning  of  a 
cobweb  meant  expectation,  and  a  pen-and-ink  skyrocket  stood 
for  advantageous.  When  I  had  fixed  these  wretches  in  my 
mind,  I  found  that  they  had  driven  everything  else  out  of  it; 
then  beginning  again,  I  forgot  them;  while  I  was  picking  them 
up  I  dropped  the  other  fragments  of  the  system;  in  fact,  it  was 
almost  heart-breaking.  It  might  have  been  quite  heart-break- 
ing but  for  Dora,  who  was  the  stay  and  anchor  of  my  tempest- 
driven  bark.  Each  scratch  in  the  scheme  was  a  gnarled  oak  in 
the  forest  of  difficulty,  and  I  went  on  cutting  them  down,  one 
after  another,  with  such  vigor  that  in  three  or  four  months  I 
was  in  a  condition  to  make  an  experiment  on  one  of  our  crack 
speakers  in  the  (Doctors')  Commons. 

Shall  I  ever  forget  how  the  crack  speaker  walked  off  from  me 
before  I  began,  and  left  my  imbecile  pencil  staggering  about  the 
paper  as  if  it  were  in  a  fit?  This  would  not  do,  it  was  quite  clear. 
I  was  flying  too  high,  and  should  never  get  on  so.  I  resorted  to 
Traddles  for  advice,  who  suggested  he  should  dictate  speeches  to 
me  at  a  pace  and  with  occasional  stoppages  adapted  to  my 
weakness.  Very  grateful  for  this  friendly  aid,  I  accepted  the 
proposal,  and  from  night  to  night — almost  every  night — for  a 
long  time  we  had  a  sort  of  private  parliament  in  Buckingham 
Street,  after  I  came  home  from  the  Doctors'.  I  should  like  to 
see  such  a  parliament  anywhere  else!  My  aunt  and  Mr.  Dick 
represented  the  government  and  the  opposition  (as  the  case 
might  be),  and  Traddles,  with  the  assistance  of  Enfield's 
"Speaker,"  or  a  volume  of  "Parliamentary  Orations,"  thun- 
dered astonishing  invectives  against  them.  Standing  by  the  ta- 
ble, with  his  finger  on  the  page  to  keep  the  place,  and  his  right 
arm  flourished  above  his  head,  Traddles,  as  Mr.  Pitt,  Mr.  Fox, 
Mr.  Sheridan,  Mr.  Burke,  Lord  Castlereagh,  Viscount  Sidmouth, 
or  Mr.  Canning,  would  work  himself  into  the  most  violent 
heats,  and  deliver  the  most  withering  denunciations  of  profliga- 
cy and  corruption  of  my  aunt  and  Mr.  Dick,  while  I  used  to  sit 
at  a  little  distance  with  my  notebook  on  my  knee,  fagging  after 
him  with  all  my  might  and  main. 

The  inconsistency  and  recklessness  of  Traddles  were  not  to 
be  exceeded  by  any  real  politician.  He  was  for  any  descrip- 
tion of  policy  in  the  compass  of  a  week,  and  nailed  his  colors 
to  every  denomination  of  masts.  My  aunt,  looking  like  an  im- 
movable chancellor  of  the  exchequer,  would  occasionally  throw 
in  an  interruption  or  two,  as  "hear,"  or  "no,"  or  "oh," 
when  the  text  seemed  to  require  it,  which  was  always  a  signal 


THE  SHORTHAND  REPORTER.  201 

to  Mr.  Dick  (a  perfect  country  gentleman)  to  follow  lustily  with 
the  same  cry.  But  Mr.  Dick  got  taxed  with  such  things  in  the 
course  of  his  parliamentary  career,  and  was  made  responsible  for 
such  awful  consequences  that  he  became  uncomfortable  in  his 
mind;  sometimes,  1  believe,  he  actually  began  to  be  afraid  he 
had  been  doing  something  tending  to  the  annihilation  of  the 
British  Constitution  or  the  ruin  of  the  country.  Often  and  often 
we  pursued  these  debates  until  the  clock  pointed  to  midnight  and 
the  candles  were  burning  down.  The  result  of  so  much  good  prac- 
tice was  that,  by  and  by,  I  began  to  keep  pace  with  Traddles 
pretty  well,  and  should  have  been  triumphant  quite  had  I  had 
the  least  idea  of  what  my  notes  were  about.  But  as  to  reading 
them  after  I  got  them,  I  might  as  well  have  copied  the  Chinese 
inscriptions  on  an  immense  collection  of  tea-chests,  or  the  golden 
characters  on  all  the  great  green  and  red  bottles  in  the  chemists' 
shops.  There  was  nothing  for  it  but  to  turn  back  and  begin  all 
over  again.  It  was  very  hard,  but  I  turned  back,  though  with  a 
heavy  heart,  and  began  laboriously  and  methodically  to  plod 
over  the  same  tedious  ground  at  a  snail's  pace,  stopping  to  ex- 
amine every  speck  on  the  way  on  all  sides,  and  making  the 
most  desperate  efforts  to  know  those  illusive  characters  when- 
ever I  met  them. 


202 


THE  SHORTHAND  REPORTER. 


gxtrart  f  rxtm  gsiriit  OfoppErf  iM. 


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THE  SHORTHAND  REPORTER. 


203 


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THE  SHORTHAND  REPORTER. 


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